A Survey Study to Explore Interdisciplinary Trades Education: Conceptual Framework to Practice

Cheryl O’Connell

A Thesis presented to The University of Guelph

In partial fulfilment of requirements for the degree of Doctor of Philosophy in Rural Studies

Guelph, Ontario, Canada

ABSTRACT

A SURVEY STUDY TO EXPLORE INTERDISCIPLINARY TRADES EDUCATION: CONCEPTUAL FRAMEWORK TO PRACTICE

Cheryl O’Connell Advisor: University of Guelph, 2021 Dr. Al Lauzon

Regional economic diversification and aligned post-secondary education are a paramount consideration as the 21st century has been an era of rapid technological advancement, profound economic upheaval, and unprecedented change. As regions of British Columbia face the heightened urgency of economic recovery and diversification, an opportunity exists to explore the advancement of formalized interdisciplinary trades programming. Programming to prepare learners for the diverse workforce needs, shifts, and emerging economies of the 21st century, inclusive of small business development and entrepreneurship. The skilled-trades are vital to regional economies, yet there are pan-Canadian concerns regarding the under-valuation of the skilled-trades, resulting in a constrained trades-based workforce (BCCA, 2017; CAF, 2020). This study has afforded the opportunity to research stakeholder needs and interests, vital to informing program advancement. Program advancement focused on providing learners with access to relevant and credentialed education of value as they transition into the workforce poised to engage in their regional economies. The research participants' insights have provided a baseline of needs and opportunities specific to the skilled-trades aligned with present-day and emerging workforce requirements.

The study's primary region of focus was semi-rural and rural Vancouver Island regions as served by the host institution. The research involved 177 research participants who offered

regional-based insight while contributing to adjunct pan-Canadian data related to trades education. Complementing McDonald’s (2014) research and analysis of trades training in B.C., this study provides insight into motivations, needs, and interests relative to skilled-trades training and education, small business development, entrepreneurship, and credentialing. The research findings resulted in an Interdisciplinary Trades Education Development Framework to support program advancement. The framework and supportive schematics acknowledge Ibrahim and

Soufani’s (2002) scholarly work, which calls for a Canadian-based framework for entrepreneurship programming and builds upon Rae’s (2007) Institutional Connectivity of

Employability Enterprise Programming schematic, which identifies the multi-faceted role of higher education in advancing educational programming. The skilled-trades as a discipline is remarkably understudied. Thus, this research supports enriched trades-based curricula and formalized credentialing with the commitment of expanding skills development in the trades to enable career diversification while facilitating student advancement and mobility.

DEDICATION

To my Marco for his unlimited support, wisdom, understanding, and inspiration. You are my

Sun, my Moon, and my Guiding Star.

To my mother for her practical words of encouragement and constant reassurance that all is attainable and that my anticipated outcomes will be achieved.

To my father who instilled the importance of life-long-learning and encouraged the motto to never limit oneself while always exploring beyond preconceived boundaries; because of you I have pursued this goal.

Thank you, to my sister Dawn, brother Darin, and niece Sydney, who cautiously yet constantly checked-in on my progress.

ACKNOWLEDGMENT

Thank you to Dr. Lynne MacFadgen for her words of wisdom and inspiration, which were always so thoughtfully timed, Dr. Stephen Cross for his words of encouragement, and to my advisor, Dr. Al Lauzon, who provided valued guidance throughout all phases of my research and learning journey.

Thank you to Dr. Adam Perry, who served as my external examiner and thank you to Dr. Wayne

Caldwell, who served as my internal examiner.

Thank you to my friend and colleague Tracy for sharing her time and feedback.

Thank you to my friends and colleagues for their support and thoughtful interludes of inquiry.

To the past, present, and future trades students, committed to their personal and professional pursuits in the skilled-trades. Without your expertise and dedication to the skilled-trades, regional economic and infrastructure development would be greatly constrained. May this research study and the outcomes provide meaning for you personally and professionally, as higher education pursues advancements to support the skilled-trades as a formal field of study.

TABLE OF CONTENTS

Abstract ...... iv

Dedication ...... iv

Acknowledgment ...... v

Table of Contents ...... vi

List of Abbreviations ...... xii

List of Tables ...... xiv

List of Figures ...... xvi

List of Appendices ...... xix

Introduction to the Research Study ...... 1

1.1 Overview of Study ...... 1

1.2 Background of the Study ...... 4

1.3 Skilled-Trades: Higher Education and Development...... 6

1.3.1 Skilled-Trades: Regional Make-up and Economies ...... 8

1.3.2 Skilled-Trades: Awareness and Valuation ...... 10

1.3.3 Skilled-Trades Training: Canadian Context of Education and Training ...... 12

1.3.4 Skilled-Trades Training: Provincial Context ...... 16

1.4 Research Problem: Trades Training – Challenges and Opportunity ...... 19

1.5 Research Goal and Objectives...... 22

1.6 Significance of the Study ...... 23

1.7 Limitations and Assumptions ...... 24

1.8 Dissertation Overview ...... 27

Literature Review and Overview of Research Opportunity ...... 29

2.1 Introduction ...... 29

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2.2 Pan-Canadian Commissions, Acts, and Role of Community Colleges ...... 31

2.3 Federal Commissions and Acts: Have They Influenced the Skilled-Trades? ...... 32

2.4 The Emergence of Community Colleges: Role and Function...... 34

2.5 Regional Economic Diversification: Opportunities in the Skilled-Trades...... 36

2.6 The Role of Community Colleges: Workforce Development ...... 40

2.7 The Role of Community Colleges: Addressing Barriers in Skills Development ...... 44

2.8 Trades Training and Education: Time for Advancement? ...... 50

2.9 Trades Training and Education: Present-Day Context ...... 55

2.10 Trades Training and Education: Prospects for The Future ...... 57

2.11 Trades Training and Education: Valuation of Apprenticeships ...... 60

2.12 Emerging Economies: Urgency of Acquiring Transferable Competencies ...... 62

2.13 Emerging Economies: Time to Emphasize Entrepreneurship and Small Business Development? ...... 68

2.14 Entrepreneurship and Small Business Development: British Columbia Insights ...... 71

2.15 Entrepreneurship and Business: Convergence with Education ...... 73

2.16 Progression of Entrepreneurial Programming in Higher Education ...... 77

2.17 Skilled-Trades Curricula: Institutional Considerations ...... 91

2.18 Curricula Advancement: Role of Administrators ...... 92

2.19 Skilled-Trades Programming: Priorities for Advancement ...... 96

2.20 Credentialing of Skilled-Trades Training and Education ...... 99

2.21 Summary ...... 103

Methodology ...... 108

3.1 Research Design ...... 108

3.2 Research Approach ...... 108

3.3 Survey Research ...... 110

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3.4 Site Selection ...... 111

3.5 Researcher’s Positionality ...... 112

3.6 Research Sample Group ...... 113

3.7 Survey Approach ...... 114

3.8 Stages of Research Study ...... 115

3.9 Developing the Survey Tools ...... 116

3.10 Data Collection ...... 117

3.11 Developing the In-Person Interview Tools ...... 121

3.12 Data Analysis ...... 125

3.13 Trustworthiness, Credibility, and Validity ...... 126

Findings From Alumnus/Alumna/Student Research Participants ...... 129

4.1 Introduction ...... 129

4.2 Profile of Alumnus/Alumna/Student Respondents ...... 129

4.3 Respondent’s Intent and Motivation to Acquire Red Seal ...... 129

4.4 Motivation to Pursue Training in the Skilled-Trades ...... 132

4.5 Valuation of the Skilled-Trades ...... 134

4.6 Value of Academic Credits in the Skilled-Trades ...... 136

4.7 Academic Mobility in the Skilled-Trades ...... 138

4.8 Value and Motivation to Pursue Entrepreneurship and Business Programming ...... 139

4.9 Entrepreneurship and Business in the Skilled-Trades ...... 142

4.10 Barriers to Starting a Business or Entrepreneurial Venture ...... 145

4.11 Influencing Factors for Individuals Pursuing Additional Training ...... 146

4.12 Curricula Complementing Skilled-Trades Programming ...... 147

4.13 Programming Considerations ...... 151

4.14 Supports and Resources for Trades Students and Programming ...... 153

4.15 Student In-Person Interviews...... 158

4.16 Summary ...... 173

Findings From Non-Student Research Participants ...... 180

5.1 Introduction ...... 180

5.2 Profile of Non-Student Research Participants ...... 180

5.3 Valuation of the Skilled-Trades ...... 181

5.4 Trades Designation, Training, and Credentialing ...... 185

5.5 Trades Programming and Supplemental Course Content ...... 190

5.6 Business and Entrepreneurship Curricula for the Trades ...... 192

5.7 Factors Influencing the Pursuit of Further Education ...... 194

5.8 Value of Small Business and Entrepreneurship to Regional Economies ...... 195

5.9 Supports and Resources of Value to Learners in the Skilled-Trades ...... 197

5.10 Potential Barriers for Emerging Business Owners/Entrepreneurs in the Skilled-Trades ...... 200

5.11 Non-Student Stakeholders In-Person Interviews ...... 201

5.12 Summary ...... 207

Discussion of Research Findings and Association to Literature Review ...... 213

6.1 Overarching Factors Influencing the State of the Skilled-Trades ...... 213

6.2 Valuation of the Skilled-Trades as a Career...... 217

6.3 Motivators/Reasons for Pursuing the Skilled-Trades...... 219

6.4 Pan-Canadian Valuation of the Skilled-Trades ...... 222

6.5 Career Opportunities, Diversity, and Mobility...... 229

6.6 Skilled-Trades Education Curricula and Transferability ...... 230

6.7 Credentialing and Academic Mobility ...... 233

6.8 Advancement of Credentialing in the Skilled-Trades ...... 237

6.9 Apprenticeship Training, Credentialing, and Accreditation ...... 240

6.10 Entrepreneurship, Business, and the Skilled-Trades ...... 241

6.11 Entrepreneurial Programming and System Considerations ...... 249

6.12 Trades Training and Education: Program Advancement ...... 254

Trades Programming for the 21st Century: Conceptual Framework to Practice ...... 258

7.1 Formalizing Interdisciplinary Trades Programming: Context and Opportunities ...... 259

7.1.1 Credentialing of Trades Programming...... 262

7.1.2 Credentialing Requirements and Trades Programming ...... 264

7.1.3 Primary Regional Elements Influencing Program Advancement ...... 271

7.1.4 Optimization and Sustainability in Higher Education ...... 277

7.2 Interdisciplinary Trades Education: Affecting Change ...... 279

7.2.1 Conceptual Schematic: Stakeholder Engagement ...... 281

7.2.2 Conceptual Schematic: Institutional Connectivity to Facilitate a Trades-Based Business Entrepreneurship Ecosystem ...... 286

7.2.3 Conceptual Schematic: Interdisciplinary Trades Education Sequential Pattern of Program Advancement...... 291

7.2.4 Conceptual Schematic: Trades-Based Business and Entrepreneurship Education and Training Ecosystem ...... 293

7.2.5 Conceptual Framework: Interdisciplinary Trades Education Development Framework ...... 296

7.2.6 Conceptual Framework: Credentialing Policy Inclusive of the Skilled-Trades ... 305

7.2.7 Conceptual Framework: Program and Credentialing Framework for Skilled-Trades Programming...... 306

Recommendations ...... 314

8.1 Further Research ...... 319

Conclusion: Educational Advancement and Transformation of Skilled-Trades Programming ..320

Bibliography ...... 327

Appendices ...... 368

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LIST OF ABBREVIATIONS

ACST Advisory Council on Science and Technology

ACEG, Advisory Council on Economic Growth

B.C. British Columbia

BCCA British Columbia Construction Association

BCCAT British Columbia Council on Admissions and Transfer

BCFED British Columbia Federation of Labour

BDC Business Development Bank of Canada

CAF Canadian Apprenticeship Forum

CBoC Conference Board of Canada

CBTU Canada’s Building Trades Union

CCDA Canadian Council of Directors of Apprenticeships

CiCan Colleges and Institutes Canada

CiCiC Canadian Information Centre for International Credentials

CMEC Council of Ministers of Education Canada

CODA Co-op Diploma Apprenticeship program

CofA Certificate of Apprenticeship

CofQ Certificate of Qualification

CWF Canada West Foundation

D&HLA Degree and Higher-Level Apprenticeships

EEDC Edmonton Economic Development Corporation

EU European Union

FCM Federation of Canadian Municipalities

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HRDC Human Resources Development Canada

IP Interprovincial Standards Examination

ITA Industry Training Authority

LRC Lisbon Recognition Conventions

MAEST Minister of Advanced Education, Skills and Training

NRQ Irish National Framework of Qualifications

OECD Organisation for Economic Co-operation and Development

PSE Post-Secondary Education

QQI Quality and Qualification Ireland

RCCI Rural Community College Initiative

RSE Red Seal Endorsement

SMEs Small and Medium-Sized Business Enterprises

SNHU Southern New Hampshire University

SOLAS Irish for Seirbhís Oideachais Leanúnaigh agus Scileanna, the English

translation is Further Education and Skills Service

UNESCO United Nations Educational, Scientific and Cultural Organization

U.K. United Kingdom

VET Vocational Education and Training)

WBG World Bank Group

WEF World Economic Forum

YEC Young Entrepreneur Council (YEC)

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LIST OF TABLES

Table 3.1 Summary of Invitations Issued and Responses Received from Research Participants ...... 121

Table 3.2 Alumni/Student in-Person Interview Questions ...... 122

Table 3.3 Non-Student in-Person Interview Questions ...... 124

Table 4.1 Value of Transferring Courses and Credits to Further Education ...... 138

Table 4.2 Value of Entrepreneurship and Business Programming in the Skilled-Trades ...... 141

Table 4.3 Importance of Small Business to Regional and Rural Economies ...... 143

Table 4.4 Top Ten Barriers to Starting a Business or Entrepreneurial Venture ...... 145

Table 4.5 Recommended Courses for Inclusion in Expanded Programming ...... 149

Table 4.6 Motivation to Pursue Business and/or Entrepreneurial Courses Based on Format .... 151

Table 4.7 Alumni/Students Perspective on Program Format...... 152

Table 4.8 Alumni/Students Input Regarding Overarching Related Topics ...... 156

Table 5.1 Non-Student Research Participants’ Perspective of the Valuation of Trades Education and Training ...... 182

Table 5.2 Complementary Course Content in Order of Prioritization ...... 193

Table 5.3 Factors Influencing Trades Learners Specific to the Pursuit of Additional Education ...... 194

Table 5.4 Resources of Value to Trades Learners Considering Business Development or Entrepreneurship ...... 195

Table 6.1 Primary Reasons for Choosing the Skilled-Trades and Attractive Attributes of the Skilled-Trades as Defined by Alumni/Students ...... 221

Table 6.2 Canadian Apprenticeship Forum Youth, Educator, and Parent Survey Highlights 2013- 2014...... 223

Table 6.3 Top Ten Skills Identified as Complementing Existing Trades Training ...... 232

Table 6.4 Apprenticeship Analysis the Benefits of a Skilled-trades Career: Journeyperson Perspective and Experience ...... 236

Table 7.1 Canadian Qualifications Framework for Degrees ...... 266

Table 7.2 Credit Allocations for the Skilled-Trades ...... 306

Table 7.3 Program Credentials Specific to the Skilled-Trades ...... 309

Table 7.4 Program and Credential Framework for the Diploma and Applied Degree in the Skilled Trades ...... 309

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LIST OF FIGURES

Figure 2.1 Conceptual Framework: Influencing Variables of Interdisciplinary Trades Education (2017) ...... 90

Figure 4.1 Main Motivators/Reasons Students Choose the Skilled-Trades ...... 133

Figure 4.2 Attractive Attributes of a Career in the Skilled-Trades ...... 133

Figure 4.3 Importance of Credit Allocations Across Foundation and Apprenticeship Programs ...... 136

Figure 4.4 Resources and Supports of Value to Trades Learners as Emerging Business Owners and/or Entrepreneurs ...... 142

Figure 4.5 Potential Barriers for Business Owners and Entrepreneurs in the Trades ...... 146

Figure 4.6 Influencing Factors for Individuals Pursuing Additional Training ...... 147

Figure 4.7 Additional Course Content for Inclusion in Existing Trades Programming ...... 148

Figure 4.8 Course Content of Value in Expanded Trades Programming ...... 150

Figure 4.9 Business and Entrepreneurship Courses Specific to Trades Sectors ...... 153

Figure 4.10 Recommended Industry and Community Supports for Trades Students and Programming...... 154

Figure 4.11 Schematic of Regional-Based Supports and Resources to Increase Business Development and Entrepreneurship in the Skilled-Trades ...... 155

Figure 5.1 Non-Student Research Participants Attachment to the Skilled-Trades ...... 181

Figure 5.2 Non-Student Stakeholders’ Perceptions of Valuation of Trades Training and Education ...... 183

Figure 5.3 Non-Student Stakeholders’ Perceptions of Main Motivators/Reason Students Choose the Skilled-Trades ...... 184

Figure 5.4 Value of Holding a Red Seal Designation and College Credential ...... 186

Figure 5.5 Formalizing Credentials in the Skilled-Trades ...... 187

Figure 5.6 Importance of Course Credits in the Skilled-Trades ...... 188

Figure 5.7 Industry and Community Supports and Resources in Support of Learners in the Skilled-Trades ...... 198

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Figure 5.8 Hierarchy of Identified Supports and Resources for Alumni/Students Choosing to Pursue Business or Entrepreneurship...... 199

Figure 5.9 Potential Barriers for Trade Learners Pursuing Business Ownership or Entrepreneurship ...... 201

Figure 6.1 Regional Factors Influencing the State of the Skilled-Trades and Associated Priorities ...... 216

Figure 6.2 Regional Stakeholders Influencing the Valuation of the Skilled-Trades ...... 227

Figure 6.3 Interplay Across Regional Stakeholders Influencing the Valuation of the Skilled- Trades ...... 228

Figure 6.4 Schematic of Alumni/Students Comments Specific to Credentials and Credits ...... 234

Figure 6.5 Career Options for Journeypersons ...... 245

Figure 6.6 Career Options Spanning the Trades Presented by Canadian Apprenticeship Forum 2015...... 246

Figure 6.7 Career Progression in the Trades as Presented by Canadian Apprenticeship Forum 2015...... 247

Figure 6.8 Industry Canada: Conditions Leading to Entrepreneurial Opportunities ...... 248

Figure 7.1 Primary Elements Influencing Programming in the Trades ...... 272

Figure 7.2 Primary Regional Stakeholders: Trades Education ...... 283

Figure 7.3 Primary Stakeholder Engagement: Supporting a Regional Skilled-Trades Learning Ecosystem ...... 285

Figure 7.4 Institutional Connectivity of Employability Enterprise Programming ...... 287

Figure 7.5 Institutional Connectivity to Facilitate a Trades-Based Business Entrepreneurship Ecosystem ...... 290

Figure 7.6 Sequential Pattern of Program Progression of Interdisciplinary Trades Education and Development ...... 292

Figure 7.7 Conceptual Model of Entrepreneurship Training in Canada ...... 293

Figure 7.8 Conceptual Schematic of Trades-Based Business and Entrepreneurship Education and Training Ecosystem ...... 295

Figure 7.9 Impact of Education, Economy, and Culture on Entrepreneurial Motives, Barriers and Intentions...... 295

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Figure 7.10 T-Shaped Employee Profile: Broad Knowledge and Depth of Experience ...... 298

Figure 7.11 T-Shaped Employee Profile: Expert and Generalist Competencies ...... 299

Figure 7.12 Interdisciplinary T (Trades) Learner Competency Profile ...... 300

Figure 7.13 Interdisciplinary Trades Education Development Framework within a Trades-Based Learning Ecosystem Supporting Business and Entrepreneurship Development (2020) ...... 302

Figure 7.14 World Economic Forum: Entrepreneurial Ecosystem Pillars ...... 303

Figure 7.15 Institutional Connectivity and Vital Pillars Within a Regional Learning, Business and Entrepreneurial Ecosystem...... 304

Figure 7.16 Irish National Framework of Qualifications (NFQ) ...... 311

Figure 7.17 Accreditation of Canada's Trades Apprenticeship Training in the Republic of Ireland ...... 312

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LIST OF APPENDICES

Appendix 1 Alumnus/Alumna/Student Research Participant Consent and Survey ...... 368

Appendix 2 Non-Student Research Participant Consent and Survey ...... 394

INTRODUCTION TO THE RESEARCH STUDY

1.1 Overview of Study

This research is situated in the domain of trades-based training and education, regional economies, and workforce development. The study focuses on researching the needs and opportunities for an enhanced approach to competency development in the skilled-trades by exploring the potential to inform an interdisciplinary1 trades education framework. The research is centered on advancing an interdisciplinary trades education framework to guide regional programming, which honours and complements established trades apprenticeship training with expanded curricula and accredited trades-based education. The aim is to advance with a framework that strengthens the credibility of the skilled-trades, fosters increased engagement with the skilled-trades, increases apprenticeship completion rates, and enhances learner mobility while preparing learners for the dynamic regional economies of the 21st century.

The provincial trades training model enables learners to acquire theoretical and applied training specific to any given trade aligned with the competency requirements of a Certificate of

Apprenticeship, Certificate of Qualification, and/or an Inter-Provincial Red Seal designation.

The current apprenticeship training model does not emphasize the acquisition of transferable competencies beyond any given trade, nor does apprenticeship training result in academic credentialing. These are two program attributes that come into question as higher education holds the mandate of facilitating skills development and knowledge acquisition associated with the given field of study while also being accountable for establishing methods and policy to

1 The word "interdisciplinary" is defined in Merriam-Webster as "involving two or more academic, scientific, or artistic disciplines." Interdisciplinarity in the context of this submission references trades programming to encompass core technical trades training, essential workplace skills, advanced technologies, business, and entrepreneurship programming.

2 formalize program accreditation as legislated under the College and Institute Act.

Across the province of British Columbia (B.C.), training and education in the skilled-trades is a common topic for government, trade associations, industry, and educators, given interests and urgency for the alignment of skills development with labour market demands. Recent years have seen increased provincial discourse and acknowledgment that the skilled-trades holds a pivotal role in the provincial economy, yet progress is limited by apprenticeship completion rates with 2019-2020 estimated to be as low as 45% (Frank & Jovic, 2017; Industry Training

Authority, 2019; Statistics Canada, 2019b; Statistics Canada, 2019c). Over the last decade, the noted surge of dialogue has primarily been ignited by demands for human capital associated with provincial-based infrastructure projects and increased discussions related to economic diversification and potential synergies with regional business and entrepreneurship development.

These human resource demands have resulted in a prolific need for apprenticeship completions in addition to an urgency for newly qualified entrants, who are prepared and suited to varied regional workforce needs and opportunities. The Industry Training Authority (ITA, 2012) reported that B.C.’s potential for growth and innovation is primarily limited by the province’s capacity to realize timely workforce development. The topic of training and workforce development is ever more pressing, according to the Ministry of Advanced Education, Skills and

Training (MAEST, 2019), who outlined that British Columbia will see an estimated 860,000 job openings by 2029, with over 77% of the positions requiring a college credential or trades designation.

Although the skilled-trades are deemed a primary economic driver in B.C. (MAEST,

2018b), there are limited data related to learner needs, complicated by the lack of research focused on academic programming models aligned with the skilled-trades. The labour market

3 projections coupled with opportunities for regional economic diversification have heightened the need to gain insight directly from learners in the skilled-trades, industry, and educators, with a focus on program advancement. McQuarrie (2012) referenced that provincial-based research is needed specific to: motives and interests of students; attitudes towards accreditation amongst those affiliated to the skilled-trades; data to direct credit structure and ideal credentialing for the skilled-trades; and data to advise on the merits of transfer credit agreements. The necessity for skilled-trades training and education data has been observed for decades. Although the trades sector is considered vital to the provincial economy, skilled-trades as a discipline is remarkably undervalued and understudied.

This research is positioned in an increasingly complex environment inclusive of the skilled-trades at the local, regional, provincial, and national levels. These complexities include but are not limited to: shifting workforce requirements; emerging trade-based economies; provincially and federally enacted trades apprenticeship curricula; apprenticeship registration and completion rates; emerging technological advancements; the role of higher education in regional workforce development; career and academic mobility of trades learners and professionals; and longevity of the trades sector. Although the primary locale of focus is semi- rural and rural Vancouver Island regions as served by the host institution, these multifaceted nuances specific to skilled-trades training and education are common across the nation.

Throughout the study, I consider trades training as it currently exists and focus on learners' needs and interests as they prepare for the workforce requirements and opportunities of the 21st century. This study explores influencing variables, learner interests, workforce demands, curricula considerations, and mechanisms to develop and implement credentialed interdisciplinary trades programming within a public post-secondary institution. Given changing

4 regional economic landscapes, this research is timely and has the potential to promote an integrated regional framework for interdisciplinary trades programming, which influences policy and related curricula aligned with the labour market needs of the 21st century.

1.2 Background of the Study

Across Canada, trades training requires theoretical and applied competencies aligned with specific trades competencies, thus training criteria, as set by provincial trades training authorities. As industries diversify and the potential for small business development continues to expand globally, an opportunity exists to augment traditional trades training to prepare graduates for emergent and diversified economies. Research pertaining to interdisciplinary trades education can and will prompt advancement beyond existing siloed trades apprenticeship training.

Interdisciplinary education designed to provide learners with access to trades-based programming inclusive of workplace-essential skills, applied technical skills, advanced technology, business, and entrepreneurial competencies suited to the economies of the 21st century.

Fritsch (2008) stated that small and medium-sized business formation has the potential to stimulate regional diversification and economic advancement. I propose that through strategic engagement with industry and community, sectoral-based business and entrepreneurial programming would further foster rural and semi-rural diversification spanning the regions of

Vancouver Island specific to this study. These regions have been susceptible to drastic economic downturns due to shifts in the supply and demand of depleting natural resources and restricted regional economic development, as influenced by limited access to a skilled and youthful workforce. With these shifts in regional economies, there have been notable adjustments to the community make-up and population base. Without a population base and active commerce, regional and social-economic prosperity stagnates and becomes compromised. Typically,

5 downturns in local economies have triggered the outward migration of residents, and in many instances, the loss of services spanning health, transportation, and education, in addition to other fundamental community resources.

The inevitable lure of urban employment and lifestyle, especially amongst youth, has also negatively impacted the demographic make-up of semi-rural and rural communities. Economic diversification has become the driving force for citizens and leaders to identify potential measures to address the decline of regional populations. The Federation of Canadian

Municipalities (FCM, 2018) emphasized that semi-rural and rural regions hold an essential role in the nation’s economy, thus sustained populations are of significant concern. Innovative educational programming to stimulate regional-based economies is overdue and readily attainable.

Furthermore, skills development and education aligned with regional economies are critical factors considering the impact of semi-rural and rural outward-migration towards urban centers. Since the mid-1980s, urban centers have been overburdened, coping with the influx of rural residents and employment seekers while facing difficulties in managing compounding societal challenges (Halseth, 1999). Regional economic diversification can potentially alleviate the negative impacts of outmigration from rural to urban while stimulating a reversal effect promoting positive inward-migration to these given locales. Formalizing educational programming that increases business development, innovation, and commerce in semi-rural and rural economies may positively impact the infrastructure and employment demands being placed on urban centers while simultaneously strengthening rural economies. The importance of emphasizing interdisciplinary trades programming is necessary to stimulate regional

6 development and diversification and inspire an influx of new entrants into the skilled-trades, which is critical in meeting existing and projected provincial labour market demands.

1.3 Skilled-Trades: Higher Education and Development

The 21st century brings an era of change and hope for informed regional development guided by citizens, scholars, leaders, government, and educators. The opportunity to leverage existing regional capacity while expanding and promoting attributes of regional-based expertise to foster progress is upon us. Yet, communities are faced with the dilemma that economic diversification in semi-rural and rural regions is often constrained by overall capacity and resources. Unfortunately, regional development can be hindered by the lack of a transferable economic development model applicable to all regions and suited to varied political and socio- economic conditions. This observation has prompted numerous discussions across scholarly realms aimed at defining the role of higher education when stimulating and promoting regional development (Axelroth & Dubb, 2010; Weerts & Sandmann, 2010).

Over the years, the association between educational achievements, income levels, and regional economic well-being has prompted much discourse (Foster, 2001; Williams & Gurtoo,

2016). The acknowledgment that education, workforce development, and related policy should ideally work in sync has encouraged contemplation about how best to advance the skilled-trades with educational programming aligned to regional economies and workforce needs. Although existing reports and case studies have presented positive associations between entrepreneurship training and increased economic development, there are no associated studies regarding skilled trades. As regional economies aim to diversify, the potential for sectorial trades-based business and entrepreneurial programming is a worthy consideration.

Given higher education has come under scrutiny for the misalignment of curricula with workforce needs, program advancement is best informed beyond the traditional post-secondary

7 framework of inquiry. Greene and Caracelli (1997) noted that “this is an era of methodological pluralisms” where there are “multiple frameworks of inquiry” (p. 5), which resonates with this particular study. The amalgam of educators, students, community, government, and industry stakeholders established through this study is critical for educational advancement. This collective intelligence ultimately constitutes the initial foundation of an enhanced learning ecosystem specific to the skilled-trades. A system that encourages, guides, and facilitates relevant program development followed by a formal continuum of learning, with success being inspired by degrees of interaction across and amongst stakeholders.

Gütl and Chang (2008) outlined that “society is characterized by rapid developing and ever-changing political, social, technological and environmental conditions” (p. 1). Thus, fostering processes and learning environments that promote and facilitate the acknowledgment of multiple disciplines and their interdependence can potentially evoke a regional-based momentum and progression of a framework for interdisciplinary knowledge development. There is a common understanding that “no single model for an interdisciplinary program exists,” which affords the opportunity to establish a regionally guided framework (Holley, 2017, p. 352). A regional-based framework endorsed by industry and community which advances interdisciplinary programming for the skilled-trades. Modernizing skilled-trades training has the potential to instill learning and work environments that facilitate a greater appreciation for interdisciplinarity, workplace diversity, and inclusion while acknowledging the importance of trades professionals and community members within the environment in which they live and work (Canadian Apprenticeship Forum, 2020; Gütl & Chang, 2008; Skillsplan, 2017). In my observation, the progression of such learning environments and the advancement of interdisciplinary programming may be hampered by outdated practices and policies, which have

8 the potential to stifle development. It is for higher education to encourage and stimulate discussion and contemplation of educational innovation and advancement as “colleges and universities influence and direct the ability of contemporary higher education to fulfill the mission of knowledge production” (Holley, 2017, p. 352). Thus, related research can only encourage progress and prove beneficial to improve upon and potentially transform present skill development models, learning systems, and communities.

1.3.1 Skilled-Trades: Regional Make-up and Economies

The observation that population size and regional economies in semi-rural and rural locales directly influence the context of education and skills development is an important consideration.

Regional economies and related populations can inform and influence the progression of specialized curricula, which across international regions is referred to as Population Education2.

For the purpose of this study, Population Education and its related elements are of interest when contemplating the regeneration of trades education. Learner needs, program curricula, and the association to regional economies and sustainable economic development are essential considerations. There is no one standard education or skills-training model which guarantees a direct positive boost in regional development. Yet, there is an appreciation amongst educators, scholars, and economists, that the continuous commitment to program expansion, refinement, and development is paramount to society adapting to shifting and dynamic economic conditions.

A range of literature exists pertaining to population growth and economic development, yet there is little consensus of actual effects or whether growth precedes or follows economic development

(Heady & Hodge, 2009).

2 An internationally recognized field of study which offers learners the opportunity to gain the knowledge, skills, and competencies to work within and across disciplines, while honing personal attitudes to enable engagement, planning and decision making associated to their surroundings inclusive of social, cultural, economic and environment conditions.

Although there is no one standard skills development model to expand regional economies, politicians and scholars alike continue to emphasize that education and training are vital for workforce development and paramount for sustainable community and economic development

(Government of Canada, 2018b; Ozturk, 2001; Workforce Central Canada, 2020). Modern economists continue to profile how sustainable development depends on the balance of three vital pillars: the environment, economy, and social structure (community). These pillars combined are commonly referred to by a metaphor known as ‘the three-legged stool’ of sustainable development. In fact, this metaphoric stool may be reliant on a distinct fourth pillar and an interlocking spindle brace connecting all pillars and promoting overall stability. Within the context of this study, I propose that the fourth pillar is that of ‘capacity development’ with all four pillars being reinforced by an interwoven spindle brace which is interdisciplinary trades education and training. Regional sustainable development in the skilled-trades may inevitably advance at a progressive rate with the inclusion of all four pillars and the interlocking supporting element of interdisciplinary trades education to promote and enable integrated capacity, social, economic, and environmental development.

Alexander (2016) stated that “The key to labour market success is having enough people with the right skills, employed in the right industries, at the right time” (p. 2). At an international level, this very consideration was explicitly articulated at the G20 conference in

2014, and reported out by the Organisation for Economic Co-operation and Development

(OECD) and the World Bank Group (WBG):

Despite progress in many G20 countries in access to education and quality of

education outcomes, skills shortages and mismatches remain widespread. Basic

education, training, and lifelong learning foster a virtuous circle of higher

productivity, more and better employment, growth, and development. Productivity

gains increase real income in the economy, which can be distributed through higher

wages. A low-wage, low-skill development strategy is incompatible with rapid and

sustainable growth and development. (OECD and WBG, 2014, p. 17)

Regardless of country, region, or community, the dialogue of skills-development and education is a common and consistent priority. Skills and knowledge evoke a greater level of ability to engage, perform, and ultimately expand one’s capacity while achieving personal and professional fulfillment (Shutenko, 2015). Across the realm of higher education, educators and administrators have the responsibility and honour of bestowing learning environments enhanced by and inclusive of stakeholders within their service regions. These being learning environments that instill and promote inclusion, multi, and interdisciplinary learning, grounded in respectful pedagogical instructional methodology (Knowles, 1980). Fulsome learning environments that offer programming to equip and empower learners as active community members poised to contribute and influence progress.

1.3.2 Skilled-Trades: Awareness and Valuation

At the national level, the topic of education and a well-equipped pan-Canadian workforce is gaining increased global attention. In recent years and months, Canada has seen the convergence and culmination of multiple social and economic factors resulting in an overall compromised pan-Canadian workforce. The skilled-trades like many sectors have been directly impacted by shifts in workplace requirements and practices, in addition to the loss of organizational-based intellectual capital through retirements. Relative industry leaders and scholars have pronounced that the existing pan-Canadian workforce requires enhanced skills development. “This much-needed re-skilling and up-skilling of Canada’s workforce presents an

11 opportunity for higher education institutions to bridge the current skills-gap and drive an innovative and competitive economy” (Murphy, 2019, p. 1).

Research jointly supported by the Canadian Apprenticeship Forum and George Brown

College, led by Callegher (2018) presented in the report Trading up: why the future of education in Canada must be skilled, outlined that although there is acknowledgment amongst parents and youth regarding the importance of the skilled-trades, there is a lack of desire by youth to pursue employment and thus associated training in the skilled-trades. This study presented insight from employers and industry groups who conveyed concerns that there is generally an ill-informed perception of the trades. Thus, little motivation and desire amongst the general population (and more specifically, youth) to pursue related trades careers. This observation has been noted across various industry forums and echoed by scholars. They have articulated concerns regarding an obvious trend in the devaluation of the skilled-trades and associated training (CAF, 2011; CAF,

2020; Mas, 2014). Educators have expressed concern that there is a lack of understanding related to employment prospects spanning the skilled-trades. They have pointed to a perceived opinion that, should the general populace ever become aware of the financial benefits of trades-based education and related careers, higher education would be faced with an influx of demand for trades training (Educators, personal communications, 2018-2019).

The lack of awareness that currently devalues the trades sector is further compromised by the consideration that Canada’s skilled-trades workforce is made up of over 30% of soon-to-be- retired baby boomers (Mas, 2014). There is an increasing urgency to identify a means by which the value and opportunities associated with the skilled-trades are appropriately profiled, which can be supported by interdisciplinary programming applicable to workforce needs and prospects of the 21st century. Programming that enables learners to develop core competencies in the

12 skilled-trades, while preparing for employment as active employees, business owners, and entrepreneurs in semi-rural and rural-based economies and beyond. The emphasis on the valuation of trades training and education, present-day and emerging workforce needs in the skilled-trades, student retention, and apprentice progression, when combined, presents an immediate opportunity to research possibilities associated with interdisciplinary trades programming. As this study concentrates on supporting skilled-trades learners for present and emerging economies, the focus of career and educational progression facilitated through credentialed programming sanctioned by higher education is an ever-present priority amongst learners, educators, and industry leaders.

1.3.3 Skilled-Trades Training: Canadian Context of Education and Training

The formalization of pan-Canadian higher education under the Council of Ministers of

Education, Canada (CMEC) only came to be in 1967 (CMEC, 2018). Formalized knowledge dissemination in Canada prior to 1967 was organized as early as the 17th century by churches in the form of institutes of higher learning, with the first university being the University of King’s

College, established in 1789 (Jones, 2014). Canadian history documents how institutes of higher learning were closely affiliated with churches influenced by Europe. The early years saw the formation of Université Laval in 1663 and established in 1852, followed by the University of

New Brunswick (1785), Dalhousie University (1818), McGill University (1821), Queens

University (1841), and a notable federally led institution known as the Royal Military College of

Canada (1876). The Royal Military College marked the beginning of the federal government’s involvement with higher education and remains the only federal-led institution (Lawrence, 2017;

Preston, 1970). By 1867, at the time of Confederation, there was an astounding total of 17 universities spanning the Dominion of Canada (Lawrence, 2017). The progression of advanced education across the nation continued at a significant pace, with 1910 setting the formation of the

Royal Commission on Industrial Training and Vocational Education (Munroe, 1914). The Royal

Commission provoked an inquiry of skills-training and workforce development and is credited as being the stimuli and basis of trades and vocational programming, as we know it today.

Today, the mandate of delivering skilled-trades training and education falls upon the provincial and territorial governments with over 400 designated trades aligned with apprenticeship training and related industry-based certifications. Of these over 400 designated trades, there are currently 56 Red Seal programs formally affiliated with national standards. The consideration of trades training and education is paramount as higher education assesses how best to support education aligned with regional economies, workforce needs, and individual learner needs. As stated by the Canadian Council of Directors of Apprenticeship (2018):

The skilled-trades play an important role in our economy and our society. The trades

touch almost every aspect of our lives from the homes we live in, to the cars we

drive, to the food we eat. Approximately 1 in 5 employed Canadians work in the

skilled-trades. (p. 1)

A fundamental and established feature of trades training in Canada is that of apprenticeships. The practice of apprenticeships dates back to Western Europe as early as the 7th century, during a time when those who aspired to learn a specialized trade worked under a master of any given trade (over consecutive years) until mastery of the art or craft was achieved.

The model was revered, providing a means by which the inexperienced, yet inspired, could work under the guidance and mentorship of a skilled-trades master who would share their knowledge while bestowing their techniques and expertise as honed over the years. These being masters who have demonstrated the commitment to skills development and knowledge dissemination over a learning continuum as advanced in any given trade over generations. This structure has

14 been acknowledged across Europe as credible and highly regarded for its acquisition of knowledge and skills through applied learning, as individuals progress from apprentice to journeyperson and ultimately master of their specific trades or craft within a hierarchy of honour.

Canada received an induction to the apprenticeship practice in the early 19th century as trades professionals immigrated into the Dominion of Canada from Europe. What started as a system of informal skills-development was formalized in Ontario under the nation’s first apprenticeship Act in 19283 , during a time of peak growth associated with industrialization.

Following the Ontario model's inauguration, British Columbia passed its Apprenticeship Act in

1935 (Hunter et al., 2013). For the most part, apprenticeship training has been acknowledged by policymakers as an essential investment, with human capital being vital for regional economic and social development (Sharp & Gibson, 2005). Although the apprenticeship models have varied across each province and territory, they have informed provincial trades training frameworks associated to the pan-Canadian Red Seal program as established in Ottawa in 1952

(Canadian Council of Directors of Apprenticeship, 2018).

In 1995 the Canadian provinces and territories confirmed and signed an Agreement on

Internal Trade with a primary focus of mobility of the trades labour force at a pan-Canadian level supported by the Red Seal program. The pan-Canadian Red Seal program is overseen by the

Canadian Council of Directors of Apprenticeship (CCDA), which is comprised of intergovernmental representatives from across Canada who make up the pan-Canadian advisory table responsible for setting education and training standards for the trades sector. Although this structure exists, there remain ongoing queries regarding how best to leverage local and regional-

3 The first Apprenticeship Act in Canada was passed in Ontario and originated through demand spanning the building trades as was spear headed by Joseph Piggott.

15 based insight and expertise while continuing to refine the apprenticeship model to support provincial and national criteria during times of development and extraordinary change.

At a pan-Canadian level, discourse continues regarding the apprenticeship model. A model which dates back several decades with reviews commissioned to assess completion rates, apprenticeship progression and transition into employment, the construct of theoretical and technical post-secondary education, work-based training requirements, industry engagement and needs, supportive policy, and overall provincial planning and resource allocations (Sharpe &

Gibson, 2005). The Conference Board of Canada (2000b) stated that:

We need to have a serious examination of how to improve apprenticeship programs.

There is a shortage of tradespeople in Canada, and it will worsen in the next few

years as experienced Journeymen enter retirement. Canada is not prepared to deal

with this issue with our current apprenticeship programming. (p. 11)

As expected, the perpetuation of the apprenticeship model relies on industry support and a vibrant economy. Without industry engagement and sponsorship, apprentices are limited by their means of acquiring work-based training, which is a fundamental requirement of any given apprenticeship. Across Canada, post-secondary institutions deploy various strategies to support students. Institutions endeavor to establish relationships with industry and prospective employer sponsors to support students as they achieve required apprenticeship hours synchronized with institutional-based training. Like its original European roots, the Canadian apprenticeship model tends to be market-driven. The progression of the model has been and continues to be reliant on industry and employers, and ultimately the ease of access to work-based training placements

(Keep, 2012).

Apprenticeship models are unique and highly specialized and not necessarily suited for learners who require a structured skills development program. The apprenticeship path of learning presents opportunities and limitations for those who are not self-directed, and as such, it has been criticized for lacking a framework to promote completion (Laporte & Mueller, 2013).

Although there are systemic challenges, one of the many strengths of the apprenticeship model is the very fact that learning is recognized and respected at the global level and highly valued as being instilled by expertise extending across generations and borders (Chankseliani & James-

Relly, 2015). While working within the confines of the existing provincial and federal structures, the potential exists to address the limitations of the current trades apprenticeship model to build on the momentum of its successes and to adapt to the changing context of skills-development

21st century.

1.3.4 Skilled-Trades Training: Provincial Context

Trades training in British Columbia is delivered by 15 public post-secondary institutions and 25 non-public training providers within the province. The institutions and training providers are accountable to the Industry Training Authority (ITA), a Crown Corporation responsible to the Ministry of Advanced Education, Skills and Training. In British Columbia, ITA certifies over

100 trades, of which 49 of these are classified as Red Seal trades.

Apprenticeship registrations and enrolments in trades training vary annually. As presented by Statistics Canada (2019b) there was a total of 469,680 registered apprentices reported in

2013. Unfortunately, the nation saw a decline in 2015 to 455,856, a further decline in 2016 to

417,303, and yet another drop in 2017 to 405,699 (Statistics Canada, 2019b; Statistics Canada,

2019c). This unremitting decline in registered apprentices over a four-year period (2013 to 2017) raises a concern against present-day and projected labour market shortages. A concern that sparks heightened attention of trades programming and engagement of new entrants. Statistics

Canada (2018d) presented further findings that highlight the lack of new entrants and a decline in the progression rates of apprentices. Out of apprentices registered in 2010, a conservative 20% achieved their certification within the expected timespan of 4-6 years in comparison to those who registered during the 1980s when an average of 60% of apprentices completed their training over the same time period (Lerman, 2014a). These declines come during a time when the trades workforce is aging out sooner than most other professions.

Specific to British Columbia, the Industry Training Authority (2019) reported that during

2016-2017 B.C. saw close to 37,000 active apprenticeship registrations and close to 38,600 in

2018-2019, with a decline to 38,500 in 2019-2020. These data are expanded upon to include a summative overview of the number of new apprenticeship registrations between 2014 to 2019.

The report outlines 12,893 new registrants in 2014-2015 up to 13,835 during 2018-2019 (ITA,

2019). Although there is a documented conservative increase, recent projections released by the

Canadian Apprenticeship Forum (2020) outline that through to 2024, Canada will require “an estimated 155,340 new journeypersons” and “to keep pace with these certification requirements, nearly 350,740 apprentices need to be recruited” (p. 40). Of these, British Columbia will be reliant upon the registration of an estimated 70,000 new apprentices and approximately 23,000 apprenticeship completers (ITA, 2020). The need for new apprentices is compounded by concerns regarding succession rates of foundation learners. The total percentage of students choosing to progress from foundation programming to apprenticeship training is less than ideal.

During 2016-2017 a total of 47% of provincial learners chose to proceed from foundation to apprenticeship programming, 45% in 2017-2018, 50% in 2018-2019, and 51% in 2019-2020

(ITA, 2020). These succession rates are notably lower than the provincial target of 60% which was set for 2017-2018 and is expected to increase annually (ITA, 2016). Completion rates also

18 remain a weighty concern, with the completion rate for 2016-2017 being 44%, while 2017-2019 was 45%, and 2019-2020 was reported at 48% (ITA, 2020).

It is also worth noting the number of registered sponsors in the province of British

Columbia with 2015-2016 seeing 10,298 industry sponsors, which increased in 2018-2019 to

10,689, yet declined to 10,541 in 2019 2020 (ITA, 2016, 2019). Although since 2015-2016 there has been a graduated increase in total sponsors, the shortfall between the number of apprentices and available sponsors is a significant concern. Recognizing that committed sponsors traditionally support more than one apprentice, it is evident that the apprenticeship system's longevity will be variably impacted by the conservative engagement of a broad provincial employer-base. At the pan-Canadian level, the Canadian Apprenticeship Forum (CAF) reported that “the vast majority of apprenticeship training is done by Canada’s small and medium-sized companies” and according to their research, only 19% of actual skilled-trades employers participate in apprenticeship training (CAF, 2018a, p. 4). As apprentices are mainly supported by small and medium-sized businesses, this prompts the consideration of an interdisciplinary trades education framework that strengthens the engagement with the small business sector relative to the skilled-trades. An interdisciplinary framework that accounts for and honours sponsor requirements and needs while offering alternative methods of industry engagement. A trades education framework to meet skilled-trades apprenticeship requirements while inspiring supportive mentorship models and innovative platforms for trades-based business and entrepreneurship apprenticeships.

The urgent need for new entrants in the skilled-trades raises concern regarding the trades sector's overall viability in British Columbia. The British Columbia Construction Association

(BCCA, 2017) reported specific alerts about the level of and lack of youth engagement. The

British Columbia Construction Association (2017) forecasts that to meet the existing and future projected workforce demands in the construction trades alone, the economy relies upon an average of 1 in every 12 high school graduates choosing the construction trades as a career. A marked increase in new entrants is vital for the sustained development of the skilled-trades in

British Columbia. Thus, an opportunity exists to explore a programming model aimed to positively influence the valuation of the skilled-trades amongst youth, parents, educators, and the general public.

1.4 Research Problem: Trades Training – Challenges and Opportunity

Across the province of British Columbia, individuals aspiring to become trades professionals have the opportunity to access trades programming in the form of foundation and/or apprenticeship training across the aforementioned 15 public post-secondary institutions.

Graduates of a trades foundation program will typically receive a certificate of completion from their host institution, which is often inclusive of level one apprenticeship technical training.

Following the completion of the foundation program, individuals may choose to pursue apprenticeship training which requires a blend of theoretical and technical training complemented by their in-field apprenticeship work-based training with a sponsoring employer.

Individuals who pursue and meet the requirements of the full apprenticeship training program will achieve their Certificate of Apprenticeship (CofA) followed by the Certificate of

Qualification (CofQ). For Red Seal trades the CofQ is associated to the issuance of the Red Seal

Endorsement (RSE), which is recognized as the trade designation4 and confirmed by the respective trades training authorities.

4 Red Seal endorsements as confirmed through examination are assigned to 56 trades in Canada; British Columbia offers access to 49 Red Seal programs.

The dilemma faced by learners who complete trades training spanning the province and most specifically the host institution is that learners do not exit the post-secondary institution with a formal academic credit-based credential upon completion of the comprehensive apprenticeship training. The lack of transferable course credits and post-secondary credentials present significant barriers for academic and career advancement, as well as mobility, placing those who choose to pursue the skilled-trades at a grave disadvantage. From my perspective, learners pursuing the skilled-trades, like individuals pursuing any level of advanced education, deserve the opportunity to achieve credentialed criteria associated with their field of study to support their personal life-long learning path and professional aspirations.

The research problem is two-fold, and the interplay between the two issues is significant and thus warrants attention in the best interest of learners and regional economies. As previously prefaced, trades training in B.C. and more specifically at the host institution ultimately affords learners the opportunity to acquire the theoretical and technical competencies associated with their chosen trade. The concern is that current trades training does not afford the learner an opportunity to gain transcriptable academic credits for their achievements. The lack of credentialing in the skilled-trades presents barriers and limits options for advanced education, training, professional development, and/or career progression. Secondly, as apprentices or apprentice completers enter the workforce with their foundation level certification and/or trades endorsement, their range of transferable workplace skills are limited and not directly aligned with emergent workforce demands, nor suited to small business or entrepreneurial pursuits.

These graduates may be limited in their capacity to broaden their horizons of trades-based employment, including supervisory and management roles, self-employment, partnership, and entrepreneurial ventures.

The association between the skilled-trades and business development is not only significant but essential in the 21st century market. The trades sector directly employs an estimated 22% of the nation’s working population, with this employment-base being comprised of over 1.17 million small and medium-sized business enterprises (SME’s) (Frank & Jovic,

2017; Ward, 2019). Out of these small and medium-sized business enterprises, over 78% of the businesses offer products and services associated with the skilled-trades (Government of Canada,

2018a). With trades-based companies playing a pivotal role in the nation’s economic expansion, attention to business survival rates is imperative. With a reported average of 85% of all small and medium-sized businesses surviving their first year of operation, it is important to draw attention to the fact that less than 50% of these businesses are operational after five years (Fisher, Reuber,

Parsley, & Djukic, 2010). When contemplating business survival rates and regional economies, supportive and related education and training in the trades is a priority concern. The culmination of the lack of formally acknowledged education and credentialing in the trades, aligned with the deficiency of competencies required for business and entrepreneurship success, has informed this research priority.

The time has arrived whereby institutions of higher learning have the opportunity and obligation to enhance trades education and to acknowledge related programming through policy and formalized credentialing. I promote moving beyond stymied perspectives that have enabled the juxtaposition of education and training, which has encouraged the discrediting of trades training in relation to academic programming. The perpetuation of the lack of recognition and credentialing in the skilled-trades, has undoubtedly influenced the assessment of the trades as a formal field of study, thus ultimately impacting the overall perception and valuation of the skilled-trades as a career.

1.5 Research Goal and Objectives

This research study aimed to gain insight into the needs and motivations of those directly involved in the skilled-trades phenomena with the intent of establishing baseline data to contribute positively to the advancement of trades programming. The study explored the interests, needs, opportunities, and challenges in advancing with credentialed interdisciplinary trades programming within the context of a regional-based community college while informing the timely progression of an interdisciplinary trades education development framework. A framework supported by a modernized institutional-based credentialing policy of value to learners pursuing post-secondary education aligned with diversified careers in the 21st century.

This study involved a comprehensive review of literature and frameworks specific to the skilled-trades, training and educational programming, policy, and industry requirements. Of significant importance was the subsequent gathering and analysis of data specific to the local and regional context of skilled-trades education, with the aim to assess opportunities for trades program advancement. In particular, the study was grounded in the following objectives:

(a) To gain insight into the valuation of the skilled-trades as a career and education

choice.

(b) To acquire primary data as to the motives and needs of learners in the skilled-

trades.

and business owners.

(d) To identify essential skills and core competencies of value to trades learners as they

consider careers that involve entrepreneurship and business.

(e) To identify influencing variables relevant to an interdisciplinary trades education

development framework.

This study has been guided by my personal and professional ambition to modernize trades training through an interdisciplinary trades education development framework that supports learners in their career and educational pursuits, with education providing a valuable foundation for self-fulfillment and professional advancement. I chose to pursue research specific to the skilled-trades as the existing programming model offers the opportunity for apprenticeship training and Red Seal certification, yet, upon completion of apprenticeship programming, students are not awarded a college-level credential. I explored interdisciplinary programming given shifting regional economies and the need for transferable employability skills and core business and entrepreneurial competencies. Across skilled-trades programming, the lack of credentialing and transferable competencies limits students and professionals as they pursue advancement and mobility, which is a problem warranting attention through dedicated research.

1.6 Significance of the Study

This research study focuses on the skilled-trades and aims to add value to a presently limited body of knowledge. As such, the study does not directly align with existing scholarly works, yet the indirect associations are noteworthy. The research aims to inform program development, with aspirations that the resulting findings may be instrumental in adapting current modes of trades training. The advancement and expansion of core trades programming can positively influence the valuation of the skilled-trades, as a viable and rewarding education and career choice directly aligned with shifting economies. The research and the insight gained through this study will contribute to the progressive transformation of the existing trades training model towards an innovative interdisciplinary trades education model that prepares learners for the workforce and business opportunities of the 21st century.

Given the complexities of the provincial economic landscape, this research is timely and has the potential to support the advancement of an integrated community-based approach to

24 education in the skilled-trades. The research findings will directly impact programming in the skilled-trades specific to the host institution and may ultimately influence practice spanning the province and beyond. I anticipate that over time, such progress is likely to impact the overall valuation of the skilled-trades as a formal field of study.

1.7 Limitations and Assumptions

The study is limited by several factors, which include the actual phenomenon of study, the scope of research study, followed by the geography, participants/stakeholders, and timing of the research.

The first limitation is that of the phenomenon of study, which over the decades has experienced much discourse. Discourse related to the structure of trades training and apprenticeship learning, essential workforce competencies, relative curricula, and the urgency and value of credentialing, yet progressive advancement, has been limited. The lack of data and progress has resulted in limitations regarding the opportunity to expand upon or further inform an acknowledged phenomenon. The phenomenon of this study, although appreciated by associations and professionals affiliated with the skilled-trades, has received conservative attention concerning learner needs, interests, and motivations specific to career diversification and credentialing. The available provincial and national-related baseline information and data are limited. Although indirectly related research and reports exist which speak to issues and gaps in education and workforce development, there are limited data directly sourced from students and industry stakeholders.

The second limitation is the study's scope, as it is broad in focus spanning valuation of the skilled-trades, credentialing, curricula considerations, career diversification, and resource and support considerations, which were all deemed significant to informing the primary research objectives. The study's expansiveness encourages further research with the potential to focus on

25 curricula, learner success, and the direct impact of educational programming on recruitment, retention, and progression patterns of learners in the skilled-trades.

The third limitation is specific to the study's geographic placement as it is institutionally and regionally centric yet respectfully influenced by the provincial and national context of the skilled-trades. As a result, the findings may not be of value or relevant beyond the region and institutional context in which the research was conducted. The extent to which the research findings can be applied or considered of benefit beyond the host institution and region may be constrained.

The fourth limitation is specific to the research participants and their availability, personal biases, motivations, and interests. Although a purposive sampling method was deployed involving students, alumni, government, industry, and educators affiliated to the skilled-trades as associated with the host institution, there are limitations. The research is limited by those who were willing and able to participate during the period of this study. The input, personal, and professional perspectives were undoubtedly influenced by each of the research participant’s degree of experience, motivation, and needs to-date, specific to regional trades training and sectorial-based employment. The research participants lived experience as presented through the survey may not be relevant or transferable beyond the context of the host institution and region of study.

The fifth limitation is the consideration that the survey research involved gaining data from a diverse group of research participants as per their opinions and perspectives. As such definitive conclusions cannot be reached in advance of piloting and evaluating the resulting recommendations, which are specific to the context in which the study resides.

Also, of significance is the timing of the research study and the researcher’s lack of capacity to extend invitations to students or alumni associated with trades programming prior to

2016. This consideration may have limited the access to specific alumni who hold a long- standing attachment to the sector, with the potential to offer diverse observations and opinions as cultivated over time and through their lived experiences.

There are five distinct assumptions specific to the study. The first is that the research participants who choose to participate in the study did so while holding the motivation to share personal and professional perspectives specific to trades training. The second assumption is that the research participants engaged in the study through their free-will with integrity as active participants, expecting that their contributions might inform progressive development. Thirdly it is assumed that the study was specifically relevant to the region in which it was based, more specifically, the host institution, thus broader generalizations cannot be made. The fourth assumption is that although this is a survey study, both quantitative and qualitative data sets are significant in informing the phenomenon. The quantitative data are key as they informed the measure and valuation of elements. The qualitative input provided data informed by the participants’ lived and learned experiences, as influenced by several factors that undoubtedly included their level of training, years of training, and their experience working in the skilled- trades. The fifth assumption is that given the goal of informing educational programming and relative policy, the research findings will inform program development within the host institution. Yet, it is important to stipulate that such immediate applications may not be suitable or viable for other post-secondary institutions.

1.8 Dissertation Overview

This dissertation is comprised of nine chapters beginning with the need for the research study as presented in Chapter One and accompanied by an overview of the context in which the study has evolved and ultimately informed.

Chapter Two is dedicated to the literature review focusing on trades training and education, regional economies, workforce needs of the 21st century, learner mobility, career diversification, and program advancement in the skilled-trades.

Chapter Three presents the research methodology, followed by the research findings.

Chapters Four presents findings from alumni/students, and Chapter Five presents findings from non-student research participants. The research findings provided insight from the research participants relative to motivators for choosing the skilled-trades, level of awareness and valuation of academic credentials, perspectives regarding the valuation of the skilled-trades, and the valuation of competencies associated with business and/or entrepreneurship in the skilled- trades. The research builds on earlier scholarly works providing evidence related to the opportunity and need for formalized credentialed trades education while offering interdisciplinary programming suited to the regional ecosystem. The input from research participants complemented by the secondary data, provided insight into prevalent priorities and areas of interest specific to regional-based trades education including: motivation to working in the skilled-trades; valuation of the skilled-trades as a career; valuation of trades programming; academic mobility for trades professionals; entrepreneurship and business in the trades; motivation to pursue credentialled advanced education; barriers to business and entrepreneurship; curricula and programming considerations; and supports and resources.

Chapter Six presents a review of the research data and literature, with rationale for program advancement supported by primary data, related scholarly works, and industry data. The research

28 speaks to the opportunity of investing in trades training and education, semi-rural and rural regions of British Columbia, the pan-Canadian economy, and related policy development. The research was guided by the commitment to assess the possibilities and challenges of developing an interdisciplinary approach to trades programming within the context of a public post- secondary college serving semi-rural and rural communities. As such, the presentation of findings has been informed by primary and secondary data to include government reporting, scholarly works, and literature, published web reports and resources, two international conferences, electronic and optional paper-based surveys, interviews, and the analysis of publicly available international credentialing frameworks relevant to the skilled-trades.

Chapter Seven presents a series of conceptual frameworks and schematics formed throughout the research study, outlining observations and recommended framework expansions based on published works of scholars who hold expertise in entrepreneurship and business development research. Chapter Seven concludes with the progression and advancement of the conceptual framework for interdisciplinary trades education aimed to serve existing and future learners in the skilled-trades and the diverse workforce needs of semi-rural and rural regions.

The conceptual frameworks and schematics are expected to be applied and tested at the host institution following an iterative process.

Chapter Eight provides an overview of recommendations and suggested future related research, followed by Chapter Nine, which concludes with the focus on educational advancement and the transformation of skilled-trades training and education at the host institution.

LITERATURE REVIEW AND OVERVIEW OF RESEARCH OPPORTUNITY

2.1 Introduction

The skilled-trades across Canada and specifically the host region are faced with increased labour shortages and thus demands during an era when regional economies are shifting, resulting in new, diverse, and advanced forms of work and thus practices. Labour market data and literature have identified that the convergence of workforce shortages, shifting economies, and demand for transferable competencies, warrant contemplation of regional development and the role of higher education in preparing learners for present and emerging economies. As communities expedite economic diversification and, in some instances, regional recovery strategies, small business and entrepreneurship development are often identified as vital to advancement. As profiled by the Government of British Columbia (2020), “Small businesses and entrepreneurs play an important role in strengthening B.C.’s economy and creating good jobs for people in their community” (p. 1). Although this perspective is published by government, the query as articulated by Bosey (2007) continues to be profoundly relevant today:

To what extent is Canadian culture holding back entrepreneurship? Is there

something in Canadian attitudes, in the public square, in the business community,

amongst mentors, friends, and families, and even inside the head of the Canadian

entrepreneur, that gets in the way of success? (p. 5)

Bollman & Alasia (2012) reported that “Compared with the more urbanized areas of

Canada, we find a higher prevalence of self-employment in rural and small-town areas” (p. 3) which prompts the consideration of how best to support and stimulate related regional development. Economists and scholars have stated that education and training aligned with regional economies need to be recognized as a pan-Canadian priority. Higher education must heed the responsibility of preparing learners for gainful employment while moving beyond siloed

30 approaches to educational programming. The increasing surge for regional economic diversification and the immersion of entrepreneurial strategies and business applications are of direct relevance to the skilled-trades.

The heightened attention to regional economic development and advanced education promotes the opportunity for program renewal, focusing on curricula designed to provide learners with skills and competencies to work within and across multifaceted landscapes. The

21st century demands consideration to interdisciplinary programming, fostering collaboration while stimulating pragmatic approaches to product development, delivery, and leveraging knowledge capital to promote and ultimately nurture innovation and expansion. Scholars have emphasized that educational programming which fosters entrepreneurship and business development across disciplines is needed more than ever (Holley, 2017).

Although entrepreneurship programming and enterprising education have been deployed at an international level, limited progress is evident in Canada. Scholars have noted a lack of research specific to entrepreneurship and interdisciplinarity, which has been deemed a hindrance to the progression of formalized education. As Canada lacks a national advanced education

Ministry, institutions must take a leadership role in program development independent of a national platform. It is for higher education to invest in program advancement as required for today’s steadily advancing global workforce. Economists and global leaders alike emphasize that education is a primary pillar of economic development, and thus regional development is reliant on a skilled and equipped workforce.

While B.C.’s trades training and education is considered to be an understudied field, industry reports and gray data substantiate urgent workforce development needs, competency gaps, and needed transferable core competencies, aligned with existing and projected forms of

31 employment. I have observed that existing data provides the basis for discussion and research into the needs and opportunities for interdisciplinary trades programming. Contemplating enhancements to regional-based trades programming has been stimulated by a personal and professional appreciation for the skilled-trades, while respecting the pivotal role that community colleges hold in the regional ecosystem as catalysts to capacity development, innovation, regional and economic advancement.

The literature review involved delving into related commissions and acts, followed by a review of the community college’s role in trades training, education, and workforce development. I then explored the need for expanded curricula and credentialed programming in the skilled-trades with the commitment to providing learners with transferable skills suited to

B.C.’s current and emerging economies. Through the review, scholarly works specific to skilled- trades competencies, emerging economies, interdisciplinarity, business, and entrepreneurship, credentialing, and community colleges' role in the regional ecosystem provided insightful data that will be examined in Chapters Six and Seven.

2.2 Pan-Canadian Commissions, Acts, and Role of Community Colleges

As the research study involved contemplating the expansion of trades programming aligned with present and emerging economies of the 21st century, the literature review initially involved the review of pan-Canadian commissions and acts, which have undoubtedly influenced the present status of trades training in Canada. The insight into historical events provided a baseline for this study and a context regarding the origin of community colleges and present-day trades training.

2.3 Federal Commissions and Acts: Have They Influenced the Skilled-Trades?

Pan-Canadian trades training policies and funding models have experienced notable shifts since the late 1800s (Lyons et al., 1991). The progression of trades and vocational policies across

Canada has likely informed present-day practices and current apprenticeship training models and perspectives. Given the variable image of the skilled-trades as a career choice, as evidenced through recruitment and retention challenges, it is imperative that we review the influence of historical decisions and directives made through federal and provincial commissions and acts.

Although data are limited, scholars such as Lyons, Randhawa, and Paulson (1991) have documented a historical overview of the complex landscape of trades training spanning the nation. Trades training across Canada has frequently seen adjustments through federal, provincial, and territorial government directives while also being influenced by learner expectations and needs, commerce, and industry. Dating as far back as 1887, the Canadian

Manufacturing Association, Trades and Labour Congress, and the Dominion Board of Trade, jointly advocated for the federal government to hold accountability for industrial development and vocational education. These actions resulted in Canada’s development of the first federal commission on industrial training and technical education. The Royal Commission on Industrial

Training and Technical Education was established in 1910 to foster a pan-Canadian network of training and education, honouring the Constitution Act of 1867, while upholding the responsibilities and rights of each province and territory.

Although the Royal Commission on Industrial Training and Technical Education is the first federal commission on education in Canada, I have observed that the Commission is rarely acknowledged or referenced in educational literature. This conservative regard to the

Commission may be a contributing factor to the constrained image and valuation of trades training and education across the national ecosystem. Shifts in federal commissions and acts

33 have continued to inevitably impact policy not only at a national level but subsequently at the provincial, territorial, and regional levels. Shifts in policy and directives consequently impact local educational institutions, while higher education has limited opportunities to provide focused regional data of relevance to policy development and implementation. Although there are limited public reports and scholarly works specific to provincial policy development, there is evidence that policy at the pan-Canadian level within the realm of advanced education, is generally influenced by historical events, regional demographics, and government priorities

(Conference Board of Canada, 2014; McArthur, 2007).

Chesson and Rubin (2003) have encouraged community colleges to take a leadership role in their respective regions by engaging with government to actively counsel upon policy that strategically supports “economic and community development; access to education; workforce preparedness; technology; funding and governance” in any given region (p. 2). The value of research specific to skilled-trades training and education with the potential to influence and facilitate policy development is reinforced by the British Columbia Federation of Labour

(BCFED, 2017), who reported that the B.C. trades training system is failing and a review of policy is needed. The British Columbia Federation of Labour (2017) stated that:

A continued ‘narrowing and shallowing’ of the trades training system carries the

major risk that the workforce may not have the depth and breadth of skills, both

individually and collectively, required to adapt if economic conditions or the nature

of skill requirements change in B.C. (p. 21)

2.4 The Emergence of Community Colleges: Role and Function

Lyons, Randhawa, and Paulson (1991) stated that 1966 saw a marked withdrawal by the

Federal Government from technical and vocational education, shifting its focus instead to funding models “that increased its assistance to universities” (p. 143). With this increased commitment to universities, a prominent gap became apparent in educational services and programming models outside of the urban centers. Post-war industrialization and the demand for skills development and rapid infrastructure development triggered an increasing need for industry and citizens to advocate for regional community colleges during the 1960s. The concept that higher education could only be delivered by degree-granting institutions known as universities relegated higher education to urban centers leaving rural and semi-rural regions in relative isolation. The community-led actions of the 1960s marked the formal acknowledgment that regional education and vocational skills training are vital to regional workforce, infrastructure, and economic development (Casner-Lotto & Barrington, 2006; Dennison &

Schuetze, 2004; Gallagher & Dennison, 1995).

Dennison (1978) emphasized that universities have sustained academic degree programming and research as their primary focus, whereby colleges have grown out of necessity and a determined need for a balance “between academic or university transfer” and “technical- career programming” (p. 29). Although “it is unusual to find any reference in current literature to the long-accepted proposition that the community college is the logical location for the idealized curricular mesh between vocational training and academic studies”, community college mandates have ultimately evolved to address this need (Dennison, 1978, p. 29). Dennison declared that colleges have demonstrated their value and contribution to society by enabling regional-based education, which is crucial for learners to flourish as active citizens in their local communities and economies.

Colleges and Institutes of Canada (CiCan) and the Asian Development Bank (2015, 2018) emphasized that community colleges are vital to learning ecosystems and global economies.

Community colleges provide learners with access to applied programming directly applicable to their chosen field, typically aligned with local infrastructure development and regional employment. Similarly, Coates and Auld (2018b) stated that “the college system, although underestimated by most commentators, provides important training, retraining, and education in small and large communities across the country” (p. 18). Coates (2014) speaks to the awareness amongst university graduates of the value of applied college programming as “Canadian university graduates move into a college or polytechnic program shortly after graduating” to gain applied technical skills directly applicable to their targeted employment (p. 1). This noted phenomenon at the pan-Canadian level, involving university graduates entering community colleges to acquire value-added post-graduate competencies and applied education suited to industry needs, is a welcome emergence. Buller (2013) positioned community colleges at the epicenter of workforce and infrastructure development, stating that meeting post-graduate students’ needs is most certainly a well-suited role for community colleges. The emerging trend of university graduates seeking applied education through regional colleges further reinforces and substantiates the merit of formalizing skilled-trades programming within the realm of higher education.

2.5 Regional Economic Diversification: Opportunities in the Skilled-Trades

Halseth, Straussfogel, Parsons, and Wishart (2004) stipulated that the province of British

Columbia has experienced drastic economic adjustments since the 1980s, which has contributed to the instability of the provincial economy. British Columbia, and more specifically Vancouver

Island and the host region of this study, has experienced significant adjustments across primary industries such as mining, forestry, and fishing. These major shifts have impacted the region, province, and consequently the nation, given the notable fluctuations in demand for natural resource products which have been a primary economic driver for both urban and rural regions

(Statistics Canada, 2006).

The dynamic shifts in B.C.’s economy have coincided with an influx of foreign investments (Halseth et al., 2004). Dating back to the 1980s, Hayter (1982) emphasized the provincial government's need to strategically monitor and assess B.C.’s economic make-up stating that, intervening reviews were imperative for the province’s future. He cautioned the province on its impending dependency on foreign investments stating that the paramount consideration should be on enabling and advancing regional business and Indigenous-led developments. The motivation to invest in regional development, business, and entrepreneurship advancements align with the Rural Renaissance5 model as promoted in the late 19th century, which is being reinstated to varying degrees across rural America and Europe (Cordes & Peters,

2014).

Small business and entrepreneurship development aligned with shifts in regional economies provides an optimum platform for public administrators and policymakers to

5 Rural Renaissance as defined by the European Union is the acknowledgment and rejuvenation of rural regions with the commitment to developing modern rural policies supporting sustainability and societal engagement.

37 strategically invest in this developing field of employment. Small business and entrepreneurship provide expanded employment opportunities for citizens, inclusive of minority groups, who aspire to achieve economic independence (Fisher, Reuber, Parsley, & Djukic, 2010; Kuratko,

2005). Scholarly works associated with the valuation of small business and entrepreneurism are gaining momentum and continue to be inspired by such researchers as Hoggart (1990). Hoggart promoted the value of establishing strong entrepreneurial community-based networks, which he consistently stated will inevitably foster the production of local goods and services, contributing to overall economic sustainability.

Cowell, Wehrmeyer, Argust, and Robertson (1999) have spoken to the vulnerabilities of semi-rural and rural regions across Canada. These regions need to be considered a priority to prepare for the transition of existing and emerging 21st century economies. Canadian communities are entering a dynamic continuum whereby they are striving to stimulate population growth while aspiring to identify opportunities to accelerate regional capacity development and economic diversification. The Government of Canada (2014) stated that economic diversification is essential to the country’s aim of decreasing its reliance on natural resource extraction while promoting value-added products and services, which fosters research, innovation, and regional development.

Economic diversification may be achieved by providing citizens with advanced education that best prepares them for semi-rural and rural economies. Advanced education encompassing entrepreneurship and small business development competencies aligned with regional development (Chambers & Deans, 1998; Cordes & Peters, 2014). Garza and Eller (1998) clearly articulated that “in rural areas where there are few midsized or large employers, small business development presents one of the greatest opportunities for economic growth” (p. 38). Regional

38 development stimulated through education, skills development, and relevant policy, which prepares and supports semi-rural and rural-based enterprises for the global marketplace. Reimer and Bollman (2010) emphasized that regional-based education is critical and that “curriculum of community colleges be aligned with the skills and training needs of local employers. More rural development policy attention might be directed towards enhancing this pattern” (p. 35). The alignment of education with labour market demand, supported by relevant policy, is of paramount consideration.

The role of the skilled-trades in regional economies is significant when considering the various facets of trades-related transactions and the reliance upon the trades for capital and infrastructure maintenance and development. The Conference Board of Canada (CBoC 2002) consistently reports that education in the skilled-trades needs to be a priority and emphasizes how the lack of investment in vocational training and education compromises the nation’s ascent into the 21st century. Frank and Jovic (2017) reported that as of 2015, approximately 4 million

Canadians were employed in various trades-related industries. This equates to an estimated 20% of Canada's employed population (Statistics Canada, 2019a). These data represent a four-fold increase compared to what Statistics Canada analyst Wendy Pyper reported for 2007 when there were just over 1 million Canadians employed in the skilled-trades sector. Between 1987 and

2007, self-employment in the trades increased by over 65%, primarily through small-medium- sized enterprises (Pyper, 2008). These skilled-trades related businesses provide essential expertise in developing and maintaining infrastructure for both rural and urban regions. Now is an opportune time to further encourage business growth and innovation by providing relevant transferable 21st century education aligned with the skilled-trades.

Canada’s economic reliance on the skilled-trades is not well-enough annunciated, resulting in varying degrees of understanding regarding the skilled-trades, and how the skilled-trades act as a powerful economic driving force. The Centre for Digital Entrepreneurship and Economic

Performance (2015) reported that a survey of Canada’s 50 largest firms revealed that corporations purchased an estimated 37 billion in products and services from over 150,000

Canadian-based SME’s, with most of these businesses being associated with the skilled-trades.

Wylie (2008) stated that regional economic stability is highly dependent on the ease of access to skilled-trades professionals. He asserted that several factors are influencing the continuous demand for skilled-trades professionals. Some of the factors influencing the unrelenting demand for trades professionals include forecasted retirements, unprecedented infrastructure development, and ultimately the conservative levels of engagement and retention of apprentices motivated to pursue the skilled-trades as a career choice. Callegher’s (2018) research recognized similar influencing factors while delving into the humanistic perspective of sectorial-based recruitment with an emphasis on apprentices. He emphasized the importance of the “personal and emotional benefits of the work” (p. 7) and proposed that new recruitment approaches in the skilled-trades are needed. Approaches that provide Canadian’s with access to insightful platforms to gain a greater appreciation of the trades and an awareness of what the sector offers with respect to personal goals and life-long professional aspirations.

Callegher’s work is of interest in relation to exploring motives, desires, and needs of learners pursuing the skilled-trades as they pertain to entrepreneurial intentions. Intentions as driven by a rapidly accelerated process whereby firms have resorted to less costly means of engagement with journeypersons by hiring self-employed contractors rather than paying high wages and benefits to in-house employees. Education and training in the skilled-trades are at a

40 critical juncture, with insight and data needed to understand this phenomenon better. The opportunity currently exists to consider an interdisciplinary trades programming model that offers existing learners and new entrants a clear path to business and entrepreneurial education and career pursuits while addressing barriers, limitations, and the perceived devaluation currently associated with the skilled-trades.

B.C.’s Industry Training Authority (ITA, 2018) has forecasted over 100,000 job openings in British Columbia by 2027 in the skilled-trades. The British Columbia Federation of Labour points to concerns of the recruitment and attrition rates of apprentices as “Certification in Red

Seal trades has declined significantly in B.C.” from 84% during 2001-2004 to 65% during 2011-

2014. “This decline is greater than that experienced in the rest of Canada” (BCFED, 2017, p. 5).

The B.C. trades sector, related industries, and employers have collectively expressed concern for the state of trades training, with compromised recruitment and attrition rates deemed likely associated with the discontinuation of compulsory trades in the B.C. dating back to 2003

(BCFED, 2017). British Columbia is the only jurisdiction in Canada without compulsory trades.6

I suggest that credentialed trades programming will instill a greater level of awareness related to the qualifications and standards vital to the skilled-trades, while inspiring the completion of training as individuals pursue progressive and rewarding careers.

2.6 The Role of Community Colleges: Workforce Development

McKenzie (1994) reminded educators and politicians that, dating back to 1965, the

Economic Council of Canada recognized the correlation between education and economic development. The deliberation of education and economic advancement has accelerated over

6 One of the key differences between the B.C. system and other apprenticeship systems in Canada is the lack of compulsory trades. Prior to the implementation of the 2003 B.C. model, the province had 11 compulsory trades similar to the rest of Canada which included carpenters, electricians, steamfitter/pipefitters, sheet metal workers, and plumbers.

41 recent years in Canada and across the globe, heightening the merit of an alignment of educational programming with regional economies (Beckly et al., 2008; Hanushek & Wößmann, 2010;

Harvey, 2002). The need to synchronize education and economic development has been a primary motivator for scholars and economists as they aim to influence policy, program development, and funding strategies (Berger & Fisher, 2013; Berryman & Bailey, 1992; Holland et al., 2013).

The Council of Ministers of Education, Canada (CMECb, 2008) acknowledged that there is a direct correlation between a well-educated national population and “a vibrant knowledge- based economy in the 21st century; a socially progressive, sustainable society; and enhanced personal growth opportunities for all Canadians” (p. 1). To fully maximize and leverage a skilled-workforce with national development, there is a need to “enhance and stabilize the long- term capacity of post-secondary systems to meet training and learning needs of all Canadians seeking higher education” (CMEC, 2008b, p. 2). The Government of Canada (2016) stated that:

In an era of fast and profound change, Canadians need to be adaptable and resilient

so that they can spot the opportunities to create jobs, drive growth across all

industries, and improve lives. The country is at its most prosperous when everyone

has a fair chance at success. (p. 2)

Although Canada has demonstrated certain degrees of awareness related to the importance of post-secondary education, the Government of Canada (2016) has also articulated that:

Other countries are moving even faster to equip their economies to lead. Canada

needs to take bold action to be in this innovation race. There’s no reason why we

can’t be a global innovation leader, especially if we work together to address the

gaps that are holding us back (p. 3). The goal of education should be to make every

Canadian ‘innovation ready’, ready to spot opportunities, imagine possibilities,

discover new ideas, learn and grow. (p. 4)

The alignment of education, skills development, and policy geared to generate and sustain a workforce in support of regional-based industries and business is fully respected as the process of workforce development (Jacobs & Hawley, 2009). Although the topic of workforce development has become increasingly prevalent over recent decades, I note that progress will undoubtedly require a shift in philosophical thinking amongst a collective body of leaders and educators to promote and stimulate development in a collaborative and cooperative manner.

Alexander (2016) stated that a prominent “Canadian challenge is that no single level of government is responsible for labour market policy” which can lead to “an absence of leadership” where leadership is instrumental to stimulating and fostering a coordinated and cooperative alignment of education and workforce development (p. 10). In higher education, further efforts can be made to formalize education that proliferate workforce development led by regional community colleges, instilling a nationally endorsed and subsidized regional workforce development strategy.

When contemplating the role of community colleges, literature and data from across borders can provide some valuable insight. The credible Massachusetts Business Alliance for

Education (2018) noted that post-secondary institutions spanning North America, and more specifically community colleges, are considered integral to regional workforce and infrastructure development. Notable attention has arisen across the United States, specifically regarding rural economies dating back to the 1960s, with an increased emphasis during the latter part of the

1980s (Chesson &Rubin, 2003). This attention and concern for rurality eventually led to the

Rural Community College Initiative (RCCI) sponsored by the Ford Foundation. The initiative

43 involved the validation of human capacity development and higher education while promoting community development frameworks where local colleges are recognized as central agents for regional growth through education, research, and development. The RCCI model involves focused consideration to policy and the importance of education while recognizing that workforce and infrastructure development are essential for economic transformation in times of economic shifts. The RCCI initiative urges community colleges to take a leadership role in their specific regions, but also encourages various levels of government to invest in policy that strategically supports colleges through six primary areas which include: “economic and community development; access to education; workforce preparedness; technology; funding; and governance” (Chesson & Rubin, 2003, p. 2).

Transformational leaders recognize that “community colleges sit at the nexus of community, academia, industry, and government” (Bowles, 2014, p. 2). Colleges that recognize and honour their privileged position are poised to facilitate regional skills development and education contributing to economic development. Buller (2013) stated that “Canadian colleges were founded as tools of democracy; indeed, we were meant to open postsecondary education to those whose socio-economic status or academic needs were not met by universities at the time” and “we were created to meet the demand by business and industry for highly skilled employees” while being “designed to educate for new and emerging fields” (p. 1). In addition to preparatory programming, colleges are positioned to develop degrees “with an emphasis on specialties the universities don’t deliver, including tightly-focused disciplines” and “our degrees combine theoretical studies with practical learning and skills acquisition” (p. 1). Buller (2013) also articulated that:

Colleges can also differentiate themselves by offering strong field placement and co-

op work opportunities as part of their degree curriculum, an area of strength for us.

College degree programs combine the breadth and depth expected of a university

degree with the practical knowledge and skills taught so well at college. (p. 2)

As colleges assess how best to meet their expanded mandates and diverse regional workforce needs, institutional capacity and resources are constantly considered (Bowles, 2014).

Traditional community colleges are often faced with resource constraints and a lack of direct access to provincial public policymakers, critical to informing relevant and viable advancements

(Boggs & Prihoda, 2011). “A college education is often characterized as accessible and affordable, but these traits offer challenges, as demand for our programs outpaces our financial and physical capacities. Our financial challenges are daunting” (Buller, 2013, p. 2). These limitations can compromise the timely development of educational programming as aligned with the impending needs of regional and national economies. Amidst these recognized institutional constraints, it is critical to explore all options and to continue the pursuit of progressive program development in the best interest of learners and the communities being served.

2.7 The Role of Community Colleges: Addressing Barriers in Skills Development

The challenges associated with regional-based skills development, timely education, and economic development are becoming increasingly significant. The Conference Board of

Canada’s report Aligning Skill Development to Labour Market Need authored by Grant (2016) presented that “There are 20 million people in the Canadian labour force and despite the best efforts of the federal and provincial governments, a system that captures the nuances of local employer demand has yet to be devised” (p. 29). The report also outlined that:

A more fundamental problem, however, is that there is little direct connection

between macro-economic labour market studies and the day-to-day functioning of

Canada’s labour market. The labour market functions primarily by employers

communicating skills needs either indirectly (to existing employees or recruiters) or

directly through job advertisements. Yet, people make their skills development

decisions over time, and these decisions may not be well-informed about future

employer demands. (Grant, 2016, p. 29)

The deficiencies outlined in the Aligning Skill Development to Labour Market Need report are heightened by a systemic pan-Canadian challenge in that:

Canada needs a robust, time-sensitive system for identifying jobs, employment rates

and other work-related data. The system lags so far beyond current realities as to

provide little relevant real-time information and even less evidence of pending

changes in the employment market. (Coates & Auld, 2018b. p. 5)

Similar assertions have been made by Leigh-Smith and MacGregor (2009) as they have presented that “Higher education is widely seen as unresponsive and resistant to the needs of a changing world, and many approaches to quality enhancement have yet to realize measurable success” (p. 118).

Although Canada is ranked by the Organization for Economic Co-operation and

Development (OECD) as one of the top three industrialized countries for overall post-secondary attainment (an estimated 54% of Canadians between the age of 25-64 have post-secondary credentials), there continues to be a critical misalignment between skills and competencies held by learners and graduates, in relation to current labour market demands (OECD, 2018a; Statistics

Canada, 2017a). These skills and competency gaps have been identified as a challenging enigma and warrant attention and, ultimately, a review of “Canada’s skills development system” (Grant,

2016, p. 65). Dubreuil (2015) outlined how a progressive skills development system is essential

46 for Canada to be globally competitive. This is further emphasized by the Advisory Council on

Economic Growth (2017a), which acknowledges the necessity of aligning education and skills development with the labour market by stating that:

Canadian workers face a rapidly changing economy which will have a profound

impact on the nature of work and jobs of the future. To be equipped for this change,

there is a critical need for Canada to rethink our approach to learning, work, and

training. (p. 2)

The expectation that post-secondary education and skills training directly align with the labour market is logical and, in fact, a necessity for national prosperity (Cleary, et al., 2017;

Coates & Auld, 2018b). Unlike other nations, Canada’s employer base is seldom directly engaged in program planning. They are often “isolated from education – a reality that largely explains the skills mismatch” as stated by the Canadian Apprenticeship Forum (CAF, 2018a, p.

5). Research exploring the opportunity to engage employers and industry directly with the planning, development, and delivery of expanded education in the skilled-trades can enhance regional collaboration and advancement.

The Conference Board of Canada (CBoC, 2019) stated that “despite having one of the most educated populations in the OECD, Canada is not producing enough skilled graduates to sustain and enhance the country’s economic and social wellbeing or its innovation capacity” (p. 8). At a national level “concerns about the employment outcomes of post-secondary graduates are increasing. Students and families want assurances that the labour market will recognize their investment” in education (CBoC, 2019, p. 14). Post-secondary institutions must “provide evidence of program quality” and alignment with the labour market (CBoC, 2019, p. 12), which the Council suggests may be realized through “increased collaboration and cooperation between

PSE [post-secondary education], government, business, industry, non-profits, and community”

(p. 19). Although student outcome reports suggest that learners enter post-secondary education with minimal regard to employment, higher education is being prompted to acknowledge that education aligned with employment must be of paramount concern (Dehaas, 2014). Higher- education is encouraged to strengthen its knowledge of workforce and infrastructure development while expanding into nano-credentials and developing certificate, diploma, and degrees directly aligned with employment opportunities. Scholars have emphasized that “the primary question is not whether or not these institutions meet the objectives set by their respective college, polytechnic, and university systems, but rather whether these institutions are meeting the objectives of governments, parents, and students” (Coates & Auld, 2018b, p. 16).

Aoun (2018) stated that the day of traditional and standard programming will soon be a thing of the past and that there is an increasing demand for educational programming that reflects stackable certificates, nano-certificates, and nano-degrees. Aoun points out that higher education must learn how to work directly with industry, communities, and employers to advance such results-based programming. These trends and shifts in workforce development and educational qualifications have been consistently emphasized by the Organisation for Economic Co- operation and Development (2018a), which stated that the “changing world of work needs [a] new jobs strategy” and that “countries must step up their efforts to adapt policy” and that institutions need to prepare graduates for the “changing world of work” (p. 1). The consideration of workforce development and progressive credentialing, to include micro-credentials, has been heightened in recent months as regional and global economies are faced with increased demand for skills development aligned with economic recovery and diversification (Brown et al., 2020;

Davidson, 2020).

The perspective of the Canadian Chamber of Commerce (2014b) is increasingly pertinent as they stated that the “chasm between academia and business needs to be solved by universities, colleges and businesses working more closely together and more often” (p. 12). Although skepticism exists related to the nation’s ability to provide education suited to labour market needs, there is a sense that Canada, in comparison to other nations, generally has a stronger and more stable education system. However, the nation continues to experience an escalating gap in essential workplace skills and a lack of transference of theoretical learning to applied skills, which may be a hindrance for graduates as they move into the dynamic 21st century workforce and corresponding economies (Connelly et al., 2013; Lane & Murray, 2018; Skills Gap Trainer,

2019). The demand for theoretical and applied learning competencies will only increase as influenced by the rapidly accelerated pace of technological change. As post-secondary education progresses in any given discipline, particularly the skilled-trades, there is a determined need to ensure programming aligns with advanced real-world applications.

As higher education continues to strive to meet stakeholders7 cumulative needs, there are consistent challenges that ultimately contribute to the dilemma of converging priorities. These converging priorities often result in varied dichotomies, which can become overly cumbersome to community colleges. Community colleges of the 21st century are challenged by how best to meet the range of dynamic needs, including but not limited to diverse learner populations, varied labour market priorities, increasing human resource demands, escalating costs, and limited programming resources. These considerations are amplified by the need for relevant programming and transferability, while at the same time institutions manage the “reality [of] existing siloed institutional arrangements and fragmented knowledge disciplines” with

7 Stakeholders is the term used to include industry, funders, government, community, educators, parents/guardians and most importantly learners.

49 programming “not keeping up with the nature and scope of social and environmental wicked challenges facing communities” (Strandberg, 2017, p. 16).

Without a clear willingness on the part of leaders to invest in program renewal or enhancements, the accelerated advancement required of skilled-trades education may not become a reality. This study may prove its viability in terms of identifying opportunities and needs of trades education and regional collaboration by taking a progressive stance to address concerns expressed by economists that “most education systems were built for the needs of the 20th

Century” (Hansen, 2018, p. 1). Strandberg (2017) stated that collaboration across all levels of community and government is essential and “taking a business-as-usual approach in communities, industries, governments will not realize a sustainable future in Canada or globally” and higher educational “institutions are uniquely positioned to accelerate and scale their societal contributions to enable this transition to a just and sustainable world” (Strandberg, 2017, p. 6).

Researchers and industry leaders note that workforce and infrastructure development must be inherent within and across all strategic plans to include regional, provincial, territorial, and federal levels of government. Inclusive planning is needed, which involves diverse stakeholder groups grounded in equitability, to inform pertinent and timely data, and to guide regional development, educational planning, and policy development (Cheng et al., 2018; OECD, 2018d;

Workforce Central Canada, 2019).

The national economic landscape, labour market, commerce, and industry continue to drive demands for educational requirements and standards and thus a skilled workforce.

Consequently, these demands continue to be influenced by national and international markets, making it imperative that regional-based learning ecosystems hold the capacity to adjust and adapt, in the best interest of learners and educational delivery. Timing is critical for community

50 colleges in B.C. as they respond to shifts in regional economies by acknowledging associated skill gaps and educational requirements in the skilled-trades. Harder, Jackson, and Lane (2014, p.

3) presented six pathways to addressing needs specific to the skilled-trades which are inclusive of educational considerations as associated with three distinct stakeholder groups: industry, education, and government. These six pathways include:

1. Effective response to labour market information and analysis.

2. Commitment to essential skills development.

3. Enhancement and expansion of trades and career-based education programs.

4. Increased exposure to industry and access to work-place experience.

5. Responsive post-secondary education.

6. Investment in employee learning and development opportunities.

I intend on cross-referencing my research with their findings while contemplating if such pathways are ultimately inter-related elements of an overarching strategy for interdisciplinary trades programming.

2.8 Trades Training and Education: Time for Advancement?

Discourse at the pan-Canadian level dating back over decades regarding apprenticeship models has prompted reviews commissioned to assess completion rates, apprenticeship progression, and apprenticeship transition into employment. Theoretical and technical post- secondary education constructs, work-based training, industry engagement, supportive policy, provincial planning, and resource allocations have all come under scrutiny (Sharp & Gibson,

2005).

Human Resources Development Canada (HRDC, 2002) pointed to the skilled-trades as an essential element to the nation’s ability to sustain commerce while supporting a progressive knowledge-based economy. HRDC also stipulated that apprenticeship programming is an

“undervalued dimension” of higher education (p. 28), highlighting that apprenticeship programming is an effective model for skills development that needs to be acknowledged and formally recognized by higher education. Similar observations have been reported by the

Canadian Chamber of Commerce (2012), which stated that “the trades are the misunderstood side of postsecondary education” (p. 6). As presented by prominent government and business bodies, these conclusions are compounded by preconceived notions and persistent evidence that parents, teachers, and student advisors continue to discourage youth from considering careers in the skilled-trades (Buck, 2014; CAF, 2018a; Hargreaves, 2013). The Canadian Apprenticeship

Forum (CAF, 2018a) stated that, based on their 2015 National Apprenticeship Survey, 78% of apprentices enrolled in the skilled-trades revealed that they did not consider pursuing the skilled- trades immediately after high school. This same survey outlined that these graduates accessed relevant data later in their lives, which encouraged their decision to pursue trades training and related careers.

Hargreaves (2013) revealed that many “teachers appear to continue to value the success of students in the academic tracks more highly than those in vocational or work-oriented options”

(p. 32). He also observed that Canadian educators generally promote academic programming and encourage students to follow the mainstream route from high-school to university. Hargreaves’ work is complemented by Hines (2013) who’s study involved 650 secondary students and focused on gaining insight into student perspectives specifically tied to apprenticeship training and careers in the skilled-trades. Hines (2013) reported that “many student comments attest to the pressure to seek a university degree and pursue a professional career that does not fall into the range of a skilled trade” (p. 139). His study also revealed that 27% of the female respondents were unsure of whether their parents held employment associated with the skilled-trades. In

52 comparison, 18% of the male student respondents were uncertain whether their parents held an affiliation. Without an informative and strategic approach to instill awareness of the vast array of careers aligned with the skilled-trades, it is not surprising that youth have no concept of affiliated work, positions, or careers. These findings can easily translate into an appeal for government, community, educators, and parents to provide our youth with the opportunity to acquire more meaningful insight into the range of careers available across the skilled-trades.

Another aspect related to the perception of the skilled-trades which I have personally observed is the use of the term ‘training’ and how it is commonly applied to the skilled-trades versus ‘education.’ Training has often been misconstrued as a form of learning that is inferior, lacking theory, and less valued than traditional academic education, which has undoubtedly contributed to the devaluation of trades training. The delineation of training and education has generated much discussion highlighting competing ideologies across organizations, learning systems, and academic bodies. The Southern New Hampshire University (SNHU) spoke to this consideration and articulated that “as we’ve shifted to a knowledge-based economy, the clear lines between the worlds of training and education are blurring, and both educators and employers need to recognize the shift” (SNHU, 2017, p. 1).

Lyons, Randhawa, and Paulson (1991) stated that “Canadians have historically considered vocational education to be [the] preparation for second-class citizens” (p. 137). Weiermair

(1982) outlined that apprenticeship programming in Canada has a history of being regarded as the least desirable form of education, with related training being geared or directed to the less privileged. This stigma, unfortunately, has carried forward into modern realities and is disconcerting as it contributes to and fosters degrees of classism perpetuated across learning communities and systems. French (2019) suggested that the awareness and image of the skilled-

53 trades must be enhanced for the sake of the national economy. Given that CAF (2020) has forecasted a need for an estimated 350,000 new apprentices in Canada over the next four years, identifying proposed approaches to enhance access to credentialed education in the skilled-trades is imperative. Human Resources Development Canada (2002) presented that one of the greatest barriers to the perception and valuation of the trades, is the lack of formalized credentials.

Recently, dialogue regarding post-secondary credentialing has been amplified at the national level, with skills acknowledgment, mobility, and transferability being identified as a logical priority for the nation. This awareness substantiates the urgency for formal trades credentialing aligned with pan-Canadian industry-informed trades accreditation systems.

Credentials are of value to new entrants and current apprentices, alumni, and incoming academic degree graduates. The topic of credentialing and accreditation is not new. For the past 20 years, the Conference Board of Canada (CBoC, 2001) has stated that “an enhanced system of learning recognition would allow Canada to put its human resources to better use by improving the initial matching between vacancies and job applicants, and ensuring that many Canadians are not locked into low-value jobs” (p. 29). The CBoC Board stated that “accreditation encourages more people to undertake higher education, which stimulates further development of the education and training systems that build workplace capacity for innovation and productivity” (p. 29) and that there is a continued need to address the existing “learning recognition gap” (p. 1). They also emphasized that options for continuous learning are limited by the lack of formalized applicable credentials, which are critical for transferability and life-long learning.

In a similar vein, the Department of Finance Canada (2014) stipulated the importance of a

“supported reduction of barriers to accreditation in the skilled-trades” (p. 49). Followed by yet another relative report by the Conference Board of Canada (CBoC, 2019) stating that “More

54 individuals are starting or returning to PSE [post-secondary education] later in life as job requirements increasingly demand PSE credentials” (p. 6). The CBoC also outlined that

“changing technologies, the automation of jobs, the emergence of new jobs, and globalization require PSE systems, and labour forces to respond quickly to the movement of individuals” (p.

10). I note that a shift in higher education concerning advanced curricula and credentialing of trades training is crucial as individuals transition and reposition for employment and emerging economies. Specifically speaking to the skilled-trades, CBoC and Future Skills (2020) published information stating that 25.2% of the construction trades have been directly impacted by technological advancement, while 35.9% of manufacturing positions are affected by the adoption of advanced technologies, which demands enhanced and modernized programming.

There continues to be a stigma associated to the skilled-trades as stated by the president of the Northern Alberta Institute of Technology8 , who expressed that this is partially “due to how we have structured education in the trades” and outlined to the Canadian Chamber of Commerce

(2012, p. 6) that in Canada:

• we are entirely cyclical with our apprentice training,

• when we need apprentices most, they are in school, and when demand is low, they

become unemployed and are not eligible to attend school,

• we need to provide pathways for tradespeople who want to move into supervisory

and management positions to earn degrees,

• the trades curricula should focus on best practice and emerging best practice, which

would then be taken into the industry, and

8 Dr. Feltham is the 6th President of Northern Alberta Institute of Technology (NAIT) appointed in 2011 who has provided direct comments specific to programming in the trades, technical and technological realm.

• our perception of trades needs to be enhanced; consider the difference in the

perception of trades in continental Europe compared to Canada.

Coe (2013) reported similar observations in that the structure and format of apprenticeship programming are likely impacting completion rates. Although there is a lack of available definitive data regarding an ideal training model, he encourages research to explore alternative models followed by associated research to monitor progress and outcomes.

Over the years, industry, economists, and scholars have provided valuable insight into what has been identified as impediments to apprenticeship participation, ultimately impacting apprenticeship retention and the overall sector's viability. These barriers include the lack of credibility and regard for the trades, misconception of the nature of work in the trades, and the lack of formal transferability of skilled-trades training (CAF, 2011; Lopata et al., 2015; Sharpe &

Gibson, 2005; Stewart, 2009). The commitment and investment by those who are inclined to promote the success of the skilled-trades have been and continues to be remarkable. Recognizing that with further research, an opportunity exists to contribute to the progression of education, credentialing, and accreditation in the skilled–trades, while simultaneously acknowledging the skilled-trades as a formal field of study.

2.9 Trades Training and Education: Present-Day Context

Currently, in the province of British Columbia, and more specifically at the host institution, learners enroll in their chosen field of apprenticeship training and subsequently progress through the technical (college-based) and work-based (employer-based) training requirements. For each trade, the post-secondary technical training, work-based training hours, and required competencies are set by the industry training authority and sanctioned by the provincial government. Upon completion of all levels of associated apprenticeship training and examinations, learners are eligible to receive their Certificate of Apprenticeship (CofA) or

Certificate of Qualification (CofQ). As previously noted, in British Columbia, the Industry

Training Authority issues these trade credentials. The CofA certificate is issued upon successful completion of the relevant and complete apprenticeship training, and the CofQ certificate is issued upon successful completion of final trade-specific exams, which for Red Seal programs includes the issues of the National Red Seal upon successful completion of the Interprovincial exam.

As learners advance through each level of their apprenticeship training, their progress is recorded and managed by the provincially designated Industry Training Authority. As such, apprentices may access their learning records through the established provincial ITA direct access portal. Also, learners may access a transcript from their host institution. Learners accessing their official college-produced transcript will note that their transcript is not a record of transcriptable academic credits, rather it is a record of completed apprenticeship levels. What remains lacking in Canada is a credentialing model that acknowledges trades apprenticeship training as worthy of academic credits and subsequently recognized within credit transfer system(s). The allocation of credits for trades programming provides a basis for formalized credentials and thus increased recognition of the skilled-trades while enabling transferability and opportunity for continuous learning and advancement for trades professionals.

Since the beginning of this research study, the province of Ontario had advanced in the direction of formalizing trades programming in the form of a co-op diploma apprenticeship program (CODA). Unfortunately, the program has not progressed beyond the preliminary stages.

According to the Ontario Ministry of Training, Colleges, and Universities, “As of January 2019,

CODA has been placed the program on hold while the government determines the best options to improve pathways for people to train as apprentices and find jobs in the skilled-trades” (Ontario

Ministry of Training, College and Universities, Email Correspondence, August 14, 2019, p. 1).

This program suspension is unfortunate and is likely associated with the complexities of apprenticeship trades training and scheduling, resource constraints, academic policy limitations, potential biases towards the skilled-trades across the realm of higher education, and varied fluctuations associated with trades’ workforce demands.

Efforts to recognize apprenticeship programming across higher education continue to be contemplated and tested in various forms, yet there remains a void of formally acknowledged and credentialed frameworks. The impact of the lack of cohesive trades program frameworks continues to be cited and raised as a concern across the nation and industry bodies. For example, a study completed by the Canadian Apprenticeship Forum (CAF, 2015) reported frustration by journeypersons who stated that their trades training was not recognized by higher education.

This lack of transferability was disturbing as individuals sought to transfer into such programs as engineering and education while pursuing professional advancement. Such findings are disappointing and likely a conservative representation of the challenges faced by trades learners and professionals directly impacted by the regrettable lack of academic credentialing in the trades.

2.10 Trades Training and Education: Prospects for The Future

Trades training, and more specifically, interdisciplinary skilled-trades education, has the potential to become a formal academic field of study. The recognition by higher education of credentialing frameworks inclusive of the skilled-trades, has recently become a priority in such countries as Ireland and the United Kingdom. Although international recognition of skilled- trades training and education is on the rise, there is an apparent lag of similar progression here in

Canada. Given limited available Canadian-based data specific to interdisciplinary and

58 credentialed trades education, the need to gain insight directly from those involved in the skilled- trades was a paramount consideration for this study.

The British Columbia Council on Admissions and Transfer (BCCAT) report entitled

Trades to Academic Transfer report of 2012 outlined several factors influencing the heightened interest in trades programming and academic transferability. The report prepared by McQuarrie

(2012) outlined a range of factors specific to the increased demand for academic transferability for trades learners that include: related progress in nations beyond Canada which acknowledge trades training and transferability; increased employer and industry demand for employees with trades, administrative and managerial competencies; interest in applied degrees which honour workplace skills; and educational program options for apprentices, journeypersons and those who hold non-trade credentials. These influencing factors are amplified by higher education's obligation and responsibility to facilitate lifelong learning paths for students and citizens, including the skilled-trades. These considerations highlight how progress or lack thereof inevitably impacts the valuation of the skilled-trades training in Canada. The McQuarrie (2012) report highlighted concerns regarding lack of formal credits and credentials for skilled-trades programming while referencing issues associated with transferability and continuous learning.

Credit-based programming models and accompanying credit transfer systems are meant to enable supportive mobility for students, which presently exclude the skilled-trades. These considerations need to be a priority and enacted through policy as sanctioned by higher education and government.

In honouring how the related discourse regarding accredited trades training has transcended generations, the findings reported in Solving the Skilled-Trades Shortage prepared by the Conference Board of Canada (2002) become ever more germane these 18 years later. The

CBoC articulated the importance of recognizing, addressing, and ultimately overcoming existing structural barriers, which included: linkages between education and industry; creating awareness and transition of careers; development of pathway programming into the skilled-trades; instilling and promoting a level of respect and prestige for training in the skilled-trades, while acknowledging and accrediting involved institutions of higher education. The lack of formal academic credentialing places the trades learner holding a CofA and CofQ at a disadvantage when they consider further academic pursuits and career advancement. Without the formal academic credentialing of trades programming, trades professionals have and will experience limited opportunities for acknowledgment and transferability of acquired college training and education. These constraints ultimately impede an individual’s potential for academic and career progression.

Formal credentialing spanning trades programming aligned with career aspirations provides learners with options that inevitably influence student retention, attrition succession, transferability, and mobility. Credentialing in higher education is the documented acknowledgment of program completion and an internationally recognized educational achievement outcome. Credentialing is found to be the common vernacular spanning academia that enables the “exchange of one institution’s credits into a currency that other institutions can freely accept” and supports not only inter-institutional student mobility but also inter-provincial, intra-national, and international mobility for all learners including trades professionals (Junor & Usher, 2008, p. 2). As eloquently noted by Junor &

Usher (2008):

Given the fluidity of the post-secondary education system, credit transfer systems are

a vital element in supporting students along educational pathways and allowing for

movement between programs and institutions. Credit transfer systems can help

further lifelong learning, improve and widen post-secondary participation rates,

eliminate unnecessary student tuition and educational costs (mitigating borrowing for

some students) and reduce post-secondary non-completion rates. (p. 19)

The priority of credentialing and student mobility has also been identified by Colleges and

Institutes Canada (CiCan) as one of their top six recommendations for their member institutions as the nation contemplates economic development and global competitiveness. CiCan (2018) specifically noted that “In an increasingly global world, employers seek graduates who possess not only academic credentials but also the adaptability, intercultural, collaborative, and problem- solving competencies” (p. 1). Academic credentials are crucial to a learner’s transference, and it is critical that government and policymakers empower college administrators to maintain the rigor of core programming while expanding on curricula, and maximizing articulation and transfer options for all learners, inclusive of those pursuing the skilled-trades.

2.11 Trades Training and Education: Valuation of Apprenticeships

Beyond Canada, the consideration of the valuation of trades and vocational programming has gained much attention. The G20 Organisation for Economic Co-operation and Development

(OECD) and European Commission’s (2014) Conference on Quality Apprenticeships for Giving

Youth a Better Start in the Labor Market background paper outlined:

In many countries, Vocational Education and Training (VET) courses, including

apprenticeships, are often seen as a poor, second-class choice for learners in relation

to other general academic studies, even if this form of learning may subsequently

lead to good labour market opportunities. Apprenticeships may also be seen as a trap,

notably when there are not enough bridges down the road to higher-level education

programs or when they do not lead to a formal qualification or certification. (p. 3)

This is not only a concern for the host institution, it is clearly a global issue that needs prioritizing and subsequent action.

A lack of awareness and appreciation relative to the valuation of apprenticeship programming remains a dilemma. The principle framework for apprenticeship training provides for relevant and meaningful applied skills development, yet apprenticeship programming is not always highly regarded. Worth noting is the historical aspect of apprenticeships, pre-dating the

1887 Dominion Board of Trades. The apprenticeship model was introduced to strengthen workforce capacity dating back to the 1860s when the renowned founder of modern medicine,

Florence Nightingale, introduced apprenticeships to strengthen nursing as an accepted occupation, supported by in-field training. The apprenticeship application was deemed practical and relevant to nursing and was subsequently ported into the skilled-trades (Mulkeen et al., 2019;

Wytenbroek & Vandenberg, 2017). Although traditional academics have scrutinized the apprenticeship model, a progressive transition of the apprenticeship model is afoot.

In Europe, the advancement of apprenticeship training has recently progressed into formal academia. The United Kingdom has embraced the inclusion of apprenticeships in degree programming, commonly referred to as D&HLA’s, an acronym for Degree and Higher-Level

Apprenticeships (Mulkeen et al., 2019). Such institutes of higher learning see the value of programming models, which afford learners the platform to enter a working relationship with employers while under the mentorship of experts in a real-world work environment. Specific to

North America, as recently as November 2018, Queen’s University formalized apprenticeship options for Queen’s arts and science students, all with the goal of establishing relations between students and employers to encourage the retention of university talent in the region, post- graduation. There is increased confidence in the consideration that graduates are more inclined to

62 remain in their region of study if they have an attachment to the regional workforce and hold an active role in their regional economies.

As reported by Forbes specific to the United States, an intriguing related development presents that apprenticeship models are being deployed beyond traditional applications as regions and states are advocating for the acceptance of ‘entrepreneurial apprenticeships’ as a viable means of escalating business development and innovation (Mathur, 2015). Recently the

OECD (2018d) published further support of the apprenticeship model by stating that:

One of the biggest challenges in developing skills for the labour market is to ensure

that learning meets the needs of the workplace. One of the best ways of doing this is

to make the fullest use of the workplace as a powerful learning environment and to

find effective mechanisms to link employer interest to the mix of training provision.

After a period of relative neglect in many countries, apprenticeships and other forms

of work-based learning are experiencing a revival, in recognition of their well-known

effectiveness in easing school-to-work transition, but also increasingly because of

their particular capacity to develop skills closely tied to labour market needs. (p. 15)

The acceptance of the apprenticeship model in traditional academia's realms (e.g. Queen’s) may be the formal inauguration of apprenticeship programming for higher education. For the skilled- trades, this may very well be the official revitalization of apprenticeships as a recognized approach of skills and knowledge development, strengthened over centuries by masters and scholars committed to their craft and knowledge dissemination.

2.12 Emerging Economies: Urgency of Acquiring Transferable Competencies

Twenty-first-century modernization has forced Canada’s economy to be more directly exposed and influenced by global shifts, often making Canada vulnerable to external global factors. These noted vulnerabilities prompt a need for multidisciplinary and interdisciplinary

63 competencies, which enlists the value and significance of transferable workplace skills. These are the skills and competencies essential to meet the complex and diverse requirements of the

21st century global workforce. Skills and competencies necessary to sustain a viable income in a world faced with dynamic and advanced technologically driven ecosystems (World Economic

Forum (WEF, 2013). “The changing nature of work is swiftly making today’s education systems, labour policy and social contracts outdated” (WEF, 2019b). The Canada West Foundation

(CWF) reported that:

Workplaces are changing quickly. Machines and/or algorithms are replacing some

tasks, and new and changing jobs require additional technical skills. To keep pace

with these changes in current and future jobs, the ability to sustain learning is the

most important basic skill for any job. (Lane & Murray, 2018, p. 2)

This aligns with declarations from B.C.’s Ministry of Advanced Education, Skills and

Training (MAEST, 2018b), which stated that “for our economy to continue to develop and prosper, it is important that B.C. workers understand what type of education will be required for the careers of today and tomorrow; job seekers need opportunities to build and expand their personal skills and competencies, which will allow them to succeed and to be adaptable moving into the future” (p. 3). The Ministry specifically acknowledged that there is a change afoot regarding the various forms of employment emerging across the province. These emerging forms of employment require a base of common transferable competencies and technical skills, and citizens will need to demonstrate that they are able to adapt to workforce changes across any given sector.

This related direct messaging from the provincial government is similar to the collective concern of the World Economic Forum where shifts in global economies and the fourth

64 industrial revolution are regularly contemplated (WEF, 2018). World leaders have collaboratively contributed to research that points to the fact, “global labour markets are undergoing major transformations and if managed wisely, could lead to a new age of good work, rewarding jobs and improved quality of life for all” (p. vii). If managed poorly, the forum stated that such transformations might trigger the risk of widening the skills gaps resulting in greater inequality and devastating degrees of polarization and economic divides. They also declared that:

To harness the transformative potential of the Fourth Industrial Revolution9, business

leaders across all industries and regions will increasingly be called upon to formulate

a comprehensive workforce strategy ready to meet the challenges of this new era of

accelerating change and innovation. (WEF, 2018, p. vii)

Workforce development ideally involves attaining fundamental transferable skills, specialized competencies, and the ability to adapt to technological applications with consequent advancement. Educational programming in the skilled-trades is poised to include a broader scope of transferable workplace and essential skills that prepare learners to be receptive to the advancement of technological applications (CAF, 2007). Specifically speaking to essential skills, the Canadian Federal Government has deemed that nine essential core skills are vital to an individual’s level of employability.10 Statistics Canada has compiled data outlining that a minimum of Level 3 on the Essential Skills Scale is required for most positions of employment spanning the nation. Unfortunately, Canada is faced with the dilemma that an estimated 48% of

9 As defined by the WEF (2019), the “Fourth Industrial Revolution represents a fundamental change in the way we live, work and relate to one another. It is a new chapter in human development, enabled by extraordinary technology advances commensurate with those of the first, second and third industrial revolutions” (p. 1). 10 The nine essential skills include: Reading, Writing, Document Use, Numeracy, Oral Communications, Working with Others, Thinking, Computer Use, Continuous Learning.

65 all adult Canadians do not hold Level Three reading or document use, and 55% do not have

Level 3 math skills (Bow Valley College, 2019).11

The Canadian Apprenticeship Forum (2014b) reported that in addition to essential skills, employers are declaring an urgent need for transferable core competencies that include: adapting to change and new work processes; use of technology; and, more importantly, working with others as a team. This is magnified by Drummond and Halliwell (2016), who stated that the workforce of the 21st century also requires competencies in “collaboration, communication, problem-solving and people skills” (p. 6) as employers “are increasingly looking for workers with multi-faceted competencies” while demonstrating the ability to carry out common cross- functional tasks (p. 2).

More specific to business and entrepreneurship, the consideration of essential skills is top of mind for special interest organizations such as the Young Entrepreneur Council (YEC).

Building on the nine essential skills, the Young Entrepreneur Council (YEC, 2013) published 12 essential traits to be a successful entrepreneur with these being fundamental core competencies to achieve business success (flexibility, humility, focus, decisiveness, commitment, vision, confidence, ownership, positivity, salesmanship, self- awareness, and the ability to listen).

Beyond this, the Canadian Chamber of Commerce (2014a, 2015) reported that college and university programming require updating to include principles of managing risk, emphasizing business skills for small-to-medium sized operations, versus primarily instruction associated with big business. The Business Development Bank of Canada’s Investment Intentions of Canadian

Entrepreneurs: An Outlook for 2018 report presented that small and medium-sized enterprises

11 As established by Bow Valley College, Essential Skills are assessed on a scale of 1-5 with Level 1 equating to basic skills, Level 3 – generally accepted skills and Level 5 as highly advanced skills.

(SME’s) are exhibiting annual progress, but their growth and expansion potential is restricted by the limited access to post-secondary graduates who hold essential skills and relevant applied business competencies. This report also stated that there are discrepancies between what employers need versus what the workforce can offer, pointing out that “workers lack the technical skills, work experience and/or specialized training to start working in the business right away” (Bédard-Maltais, 2018, p. 7).

What has become increasingly evident is the limited opportunity for skilled-trades professionals to prepare for and/or adjust to the new emerging economies, which are requiring a blend of specialized skills supported by generalist approaches that serve diverse markets. As noted, labour market demands specific to British Columbia show that an estimated 77% of the projected job openings over the next ten years will require post-secondary education (MAEST,

2019).

The labour market demands of primary industries are heightened by expected ongoing growth in the small business sector spanning the trades. Statistics Canada reports that self- employment among trades professionals increased from 9% in 1987 to 15% in 2007 (Pyper,

2008). These shifting forms of work are reinforced by the Advisory Council on Economic

Growth (2017a), who reported a trend in the decline of long-term forms of employment coinciding with an increased level of independence through sole proprietorships and small business developments. The accelerating shift from regular hourly-paid employment to self- employed and contract work continues to be a prioritized consideration for regional economies.

These changes in the nature and forms of employment amplify the need to acquire relevant and diverse competencies facilitated through formal education.

These labour market and workforce shifts have also created a demand for an increase in advanced technological skills due to the rapid advancement of technology in the field of trades.

These technological changes continue to redefine trades-based industries with labour-intensive and hazardous positions benefiting from notable modifications and innovation. The Advisory

Council on Economic Growth (ACEG, 2017b) has presented a forecasted need for technological competencies outlining that “by 2030, the growing adoption of automation is projected to displace nearly a quarter of tasks performed by Canadian workers” (p. 2). Manyika (2017) of

McKinsey Global Institute stated that:

Technological change has reshaped the workplace continually over the past two

centuries since the Industrial Revolution, but the speed with which automation

technologies are developing today, and the scale at which they could disrupt the

world of work, are largely without precedent. (p. 2)

This same report outlined that an estimated 30% of core tasks spanning 60% of existing jobs are likely to be modified by technological innovation and advancement. A year later, McKinsey

Global Institute elaborated to state that “Demand for technological, social and emotional, and higher cognitive skills will rise by 2030” (Bughin et al., (2018, p. 1). More recently, the World

Economic Forum (2019b) has stated that:

Education and training systems, having remained mostly static and underinvested in

for decades, [and] are largely inadequate for these new labour markets and emerging

economies. We must therefore rethink the way talent is developed and deployed in

the world. This will require breaking down old silos between education systems and

labour markets, more agile approaches to regulation, new forms of public-private

collaboration, and new norms and values. (p. 1)

2.13 Emerging Economies: Time to Emphasize Entrepreneurship and Small Business Development?

Many scholars have drawn an association between economic diversification, small business development, and entrepreneurism, with entrepreneurship defined as an act or process of innovating and creating new products or activities (Klein et al., 2010; Toma et al., 2014).

Entrepreneurism provides society with opportunities and the potential to influence positive regional development, which has been demonstrated across an array of national and international initiatives (Paul & Sharma, 2013). Saxena (2012) noted that entrepreneurship for many national and international regions has become the driving force for economic advancement and, ultimately, a proven economic intervention method that proliferates regional and rural development. Hessels and Naudé (2017) stated that “it is widely believed that entrepreneurship is needed for economic development and that small-and-medium-sized businesses are vehicles for such entrepreneurship” (p. 1). Paul and Sharma (2013) had also eloquently stated that

“entrepreneurism can be a vehicle for leveraging existing community strengths, and diversifying local economies, while also challenging existing businesses to be more efficient and innovative”

(p. 1).

Kefela (2011) presented how entrepreneurship is an economic engine fostering not only economic development but also social development at the national and global levels. Kefela pointed to the fact that small businesses are vital to regional economies and act as powerful engines boosting job creation and economic growth. At the macro level, entrepreneurial education contributes to enhanced human capacity, self-fulfillment, increased employment opportunities, and the creation of diverse economic growth across all income classes (Arthur et al., 2012; Lackéus, 2015; WEF, 2009, 2013).

A range of international studies have exhibited the impact of entrepreneurship. Although each study's circumstances and environment have varied, the results overall have been positive, with the most significant outcome being that of increased awareness, motivation, and intent to pursue innovative entrepreneurial endeavors (Mohan-Neil, 2001; Raposo & do Paço, 2011).

Scholars have also found that entrepreneurial education empowers individuals, igniting their enthusiasm and creativity, affording students with a greater opportunity to explore more options in their personal and professional realms. Fernández-Serrano and Romero (2013) advised that, over and above education, government and educators need to invest in policy and address regulatory barriers in the best interest of learners and entrepreneurship, with a commitment to diversifying economic growth, stability, and advancement.

As referenced, researchers and scholars and especially those working directly within the realm of regional economic development, have often referred to the favorable affiliation between entrepreneurship, small business, and rural development. However, given that economic development is a multi-dimensional phenomenon, many are still skeptical and fail to recognize and appreciate this common affiliation (Hessels & Naudé, 2017). Goetz et al. (2012) stated that there are continued misconceptions related to the valuation of entrepreneurship and small business, and thus, they are regrettably an ill-acknowledged economic driver for rural regions.

Goetz et al. (2012) stated that the obvious delays in acknowledging the small business and entrepreneurship sector's positive impact are partially due to the lack of insight amongst administrators and policymakers who hold positions of authority that can often impede progress.

With respect to progress, across Canada, there is an increasing concern regarding small business owners' and entrepreneurs' education levels. This concern is coupled with the unease that Canada does not actively promote a culture of small business and/or entrepreneurship which

70 is influenced by a general lack of affiliated education and limited supportive policy (Fisher et al.,

2010). Isenberg (2010) reported on how there is a need for an entrepreneurial revolution across

North America, which is dependent on the formation of vibrant entrepreneurial ecosystems.

Isenberg presents what he terms as nine “prescriptions for creating an entrepreneurship ecosystem” (p. 3).12 Also of relevance are Feld’s (2012) nine attributes of successful start-up communities.13 Although Feld’s work is specific to urban regions and does not necessarily see higher education as a pillar for advancement, his prescribed attributes provide a practical baseline. A baseline that aligns with higher learning holding a pivotal role in instilling a network of knowledge dissemination and skills development empowering entrepreneurship and business development across various disciplines. I propose that a culture of entrepreneurship can markedly evolve in this study's region by enabling sectorial-based entrepreneurship and interdisciplinary skills development to support the skilled-trades, as facilitated by higher education.

The Fraser Institute (2018) stipulated that, although small business and entrepreneurship are vital to the national economy, entrepreneurism in Canada has experienced a decline of an estimated 13% since the early 2000s. This decline in entrepreneurship has evolved during a time when product development and innovation are being identified by the federal government as critical to the nation’s economy (Innovation, Science and Economic Development Canada,

2019a). The World Economic Forum reports on how Canada has fallen two levels to 14th on the

12 Isenberg’s Nine Prescriptions for Creating an Entrepreneurial Ecosystem include: “1) Stop Emulating Silicon Valley; 2) Shape the Ecosystem Around Local Conditions; 3) Engage the Private Sector from the Beginning; 4) Favor the Opportunities Which Present High Potential; 5) Get a Big Win on the Board; 6) Tackle Cultural Change Head-On; 7) Stress the Roots; 8) Don’t Overengineer Clusters; and 9) Reform Legal, Bureaucratic, and Regulatory Frameworks” (Isenberg, 2010, p. 2-9). 13 Feld’s Nine Attributes of Successful Start-up Communities: 1) Leadership; 2) Intermediaries; 3) Network Density; 4) Government; 5) Talent; 6) Support Services; 7) Engagement; 8) Companies; and 9) Capital (Modified from Feld, 2012, p. 186-187).

Global Competitive Index, with these continuous declines being associated with a lack of capacity development (Muzyka, 2017; Schwab, 2019). Also, on the Global Innovation Index,

Canada has fallen from 12th in 2014 to 17th in 2019, with one of the primary index factors being

‘entrepreneurship’ (Cornell University, INSEAD, & WIPO, 2017; Schwab, 2018, 2019). These declines warrant further consideration of the potential association between interdisciplinary education and the proliferation of business development, innovation, and entrepreneurship.

Over eighty years ago, Schumpter (1934) articulated that entrepreneurism is a process that can stimulate innovation and generate economic development. Hindle (2009) stated that innovation is the outcome of the amalgam of entrepreneurial and inventive processes, while

Westhead et al. (2011) pointed out how innovation is the prerequisite to entrepreneurship.

Scholars over the years have clearly announced the association between entrepreneurship and innovation and that one informs the other while respecting that the outcomes are dependent on the environment, circumstances, and individuals involved in the process.

2.14 Entrepreneurship and Small Business Development: British Columbia Insights

Although Canada is monitoring the progress of entrepreneurship across the nation, data remains limited. The Innovation, Science and Economic Development Branch of the

Government of Canada (2019a) reported that expanded labour market and research data specific to entrepreneurism is necessary to reveal opportunities and limitations across the nation. Further studies are also needed to assess Canada’s conservative growth in small and medium-sized business development and low levels of exports associated with SME’s (in comparison to the

United States and European Countries), to include an analysis of development in relation to urban and rural regions (Fisher et al., 2010).

During the years 2013 to 2017, small businesses in Canada accounted for close to 68% of the net employment growth (Innovation, Science and Economic Development Canada, 2019b).

On a per-capita basis, British Columbia ranks second in Canada (102.4 businesses per 1,000 citizens), which is 19% higher than the national average (86.2 small businesses per 1000 people).

British Columbia is reported as leading the “country in growth in the number of small businesses” between 2014 and 2018 (Ministry of Jobs, Trade and Technology, 2019, p. 14). The small business sector is an essential element of the provincial economy, employing an estimated

1,092,000 British Columbians. This equates to over 42% of the total provincial employment14 generating an estimated 35% of the province’s GDP (BCStats, 2018). With respect to provincial growth, from 2016 to 2019, British Columbia witnessed an expansion in the business sector from

404,000 in 2016 to 517,100 in 2018, of which 98% have consistently been classified as Small and Medium-Sized Business Enterprises (SMEs). Over 60% of these are deemed to be owner/operator-led businesses. There is a general appreciation that their success depends on the business owner’s level of expertise and entrepreneurial and business skills (BCStats, 2018;

Ministry of Jobs, Trade and Technology, 2019).

Statistics Canada's (2016a) data outlined that the trades sector typically exhibits healthy annual start-up rates, yet unfortunately, there is a high correlating closure rate. Such outcomes suggest a lack of preparedness among trades’ professionals, including competencies related to managing the shifts in product demands and sustaining the day-to-day operations of a small business or new entrepreneurial venture. For example, during 2015, the construction sector alone experienced 12,050 business start-ups, followed by an alarming 11,900 business closures

(Statistics Canada, 2016). A more recent report by Innovation, Science and Economic

Development Canada (2019b) indicated that during a period from 2010 to 2015, there were an estimated 95,000 new start-ups at the national level, which was almost matched by the 85,000

14 April 2019, British Columbia saw over 2,561,000 citizens attached to the workforce as per Labour Force Statistics Highlights report release by B.C. Stats.

73 annual closures. The failure rate of small businesses in Canada has been directly linked to a lack of business competencies and management skills (Government of Canada, 2018a; Ibrahim &

Ellis, 1998; Landesberg & Edmunds, 1983). These data warrant educators' and government policymakers' attention to assessing gaps and opportunities that support capacity development and stimulate sustained regional growth and diversification.

2.15 Entrepreneurship and Business: Convergence with Education

Entrepreneurship and business development – are they synonymous? Making a distinction between entrepreneurism and small business development is essential when assessing the core competencies required for either or both areas of specialization. Defining higher education's role and capacity in supporting the acquisition of the skills and competencies attributed to each of these specializations is important, as they may be distinct from one another and yet inter-woven.

The definition, associated traits, and core competencies specific to entrepreneurship have been debated over the years (Brockhaus & Horwitz, 1985; Garavan & O’Cinneide, 1994; Gartner,

1990). “It is a discipline that remains particularly fragmented, often isolated, and surprisingly unsure of itself, its history, its accomplishments, its strengths and its future” (Katz, 1991, p. 85).

Scholars have found that the two terms (entrepreneurship and business) are often used interchangeably while each is unique and distinct. Business is commonly defined as a process involving the provision of a product or service, typically within the scope of managed risk.

While entrepreneurism often involves a form of innovation that capitalizes on unique development opportunities, usually coupled with a high degree of risk, resulting in a product or service, most often delivered through a structured small business (University of Oxford, 2016).

The unique traits of an entrepreneur include the honing of skills and competencies to innovate, create, and capitalize on advantageous opportunities (Cunningham & Lischeron, 1991; Kao,

1993). Gibb (1993) points out that enterprise education, common to Europe and especially the

United Kingdom (U.K.) and Ireland, emphasizes the development of personal attributes, while entrepreneurship education as found in Canada and the United States has typically involved business-centric curricula.

Scholars caution on how entrepreneurial competencies and programming should not be included as “piece-meal additions” to any given program; rather, programming should be interdisciplinary and applied (Rae et al., 2014, p. 395). Low and MacMillan (1988) expressed that “the phenomenon of entrepreneurship is intertwined with a complex set of contiguous and overlapping constructs such as management of change, innovation, technological and environmental turbulence, new product development, small business management, individualism and industry evolution” (p. 141). The dynamic phenomenon of entrepreneurship should ideally be honoured within the context of skills development and educational programming while instilling an awareness of the variables guiding and fostering the entrepreneurial ecosystem.

Interdisciplinary program development as it pertains to entrepreneurship and business in the trades is timely following advice presented by the World Economic Forum (WEF, 2009), which stated that:

The proliferation of entrepreneurship programmes around the world has been

positive in terms of validating interest in the field, but more depth and rigor is needed

to ensure that entrepreneurship courses, materials, and research are of high quality.

Research and curriculum development are of importance in helping to ensure

entrepreneurship’s rightful place among the academic disciplines. This requires

curricula that focuses on learning ‘for’ rather than ‘about’ entrepreneurship. Students

also need to learn how to manage and grow enterprises, not just how to start them.

Entrepreneurial learning must be deeply embedded into the curriculum to ingrain a

new entrepreneurial spirit and mindset among students. In many countries

worldwide, entrepreneurship tends to be offered in standalone courses rather than

being integrated with the content of courses in other departments or disciplines.

Entrepreneurship also remains primarily elective or extra-curricular at many schools

and universities, which is compromising to its advancement. (p. 23)

Educational advancement can be constrained in fields of study which lack formal definitions or descriptive parameters of required competencies. Low and MacMillan (1988) stated that given the rapid dynamic changes in entrepreneurial advancement, a standard definition supporting a stringent focused inquiry is unlikely to happen in the foreseeable future.

Bull and Willard (1993) have declared that plenty of time has already been invested in defining entrepreneurship and state that, what is most prevalent, is the lack of a “theory of entrepreneurship” (p. 1). Once a theory is formalized, then relative development can follow.

They note theories are ultimately the principle foundation to any advancement. From their perspective, theories are the basis to identify the who, what, why, where, when, and how, individuals may engage in entrepreneurism. These scholars have observed that educators and scholars typically remain committed to their specific discipline while demonstrating reluctance towards entrepreneurship as a common field of study, which ultimately requires multidisciplinary and interdisciplinary perspectives. Scholars have articulated how resistance to working across disciplines hinders growth and may limit the potential to achieve a formalized definition of entrepreneurism, which over time will likely impact economic growth (Low &

MacMillan, 1988).

Lazear (2004) and Silva (2007) have put forth a definition identifying that entrepreneurs are individuals who are generalists and commonly known as “jack-of-all-trades.” Ardichvili,

Cardozo, and Ray (2003) stated that entrepreneurs are those who can identify unique needs and then capitalize on them to create new innovative opportunities. Ardichvili et al. (2003) emphasized that these innovative opportunities are identified and recognized and that they are

“created and not just found” (p. 106). For the purpose of this research study, I propose that a fusion of these definitions is most relevant given the diversity of the skilled-trades and the complexities of trades-based applications in regional economies. I firmly believe that skilled- trades entrepreneurs are innovators who can leverage their unique trades-based specialization with core business attributes to produce a product or service uniquely aligned with their regional marketplace.

At an international level, entrepreneurial development, responsive policy, and educational programming as found in the United Kingdom have influenced global awareness and advancement. The United Kingdom has invested in an educational platform that provides learners with the opportunity to engage in entrepreneurial programming over consecutive years and promotes the progression of life-long learning and relative skills and competencies development across a learning continuum. Scholars in the U.K. have made a concerted effort to encourage dialogue regarding ‘enterprising education’ as introduced at the junior education levels and carried through to high school and post-secondary programming. Enterprising education is also available and promoted amongst mature learners providing varied opportunities for adults to consider, acquire, develop, and hone core entrepreneurial competencies (Draycott &

Rae, 2011).

From an educational perspective, Draycott and Rae (2011) have spoken of the value of enterprise education, which provides learners with the opportunity and environment to develop their mindset, identify personal goals, and develop competencies that can equip them for life-

77 long professional careers. They have stipulated that “enterprise education is the process of learning in enterprising ways as well as becoming enterprising” (p. 137). Enterprise education accessed over a learning continuum can offer individuals the opportunity to explore and develop cognitive, emotional, and psychomotor skills (Gibb, 1993). Rae (2007) has asserted a continued need for higher education to take a proactive stance in fostering connectivity between curricula, programming models, methods of learning, real-world business, industry, and career development. This insight complements Gibb’s (1987) recommendations that programming needs to promote: applied learning; exploration of multi and interdisciplinary approaches to the task/problem; experience-based learning while honouring attitudes and values; working within and across networks beyond the learning environment; and the opportunity to work under varied conditions and uncertainty.

2.16 Progression of Entrepreneurial Programming in Higher Education

Aldrich (2012) has noted that since the 1970s, entrepreneurship has shifted from being an area of interest and study for a few scholars to become a commonly discussed economic priority at the national and international level. This observation is supported by Landström, Harirchi and

Åström (2012), who have outlined that the increased awareness of entrepreneurism has resulted in the expansion of knowledge dissemination and formalized networks of common interest.

Aldrich (2012) and Greenwood, Oliver, Suddaby, and Sahlin-Andersson (2008) have uniformly pointed to the importance of educational institutions proliferating the advancement of entrepreneurism. These scholars stated that educational institutions as organized academic bodies need to commit to perpetuating and disseminating knowledge that supports the progressive advancement of entrepreneurship. They also emphasized the need for a unified body of knowledge producers who have the momentum and academic ability to formalize entrepreneurism as a respected field of study.

Similar assertions have been made by Rae (2007), who stated that higher education needs to take a more proactive stance in fostering connectivity between entrepreneurial programming and the economy. As post-secondary institutions continue to define and refine their roles within their respective communities, there are increasing examples of how their focused attention on regional economies and social considerations have driven innovative program development and research in the best interest of regional development (Etzkowitz et al., 2000).

Bruton, Ketchen, and Ireland (2013) have promoted entrepreneurial education and relative support networks to address regional social and economic priorities. Their research has gained notoriety, focusing on educators, economists, and scholars seeking further insight into sustainable models for entrepreneurial education that address dynamic and depressed economic climates. These authors encourage educators and administrators to enhance research and program development to advance regional capacity, vital to national and global development. The enormity of entrepreneurship extends well beyond any given region while offering unlimited market potential by breaching conventional borders.

Entrepreneurship and enterprising education across the European Union have been revered as vital to economic development with an emphasis on “indigenous businesses that are deeply rooted in the local economy” with progress being dependent on support structures “to harness local initiatives and nurture new enterprises that are capable of creating sustainable employment”

(Garavan & O’Cinneide, 1994, p. 3). The World Economic Forum (2009) has clearly stated that:

Entrepreneurship education can be a societal change agent, a great enabler in all

sectors. Not everyone needs to become an entrepreneur to benefit from

entrepreneurship education, but all members of society need to be more

entrepreneurial. The public sector, private sector, academia, and non-profit sectors all

have roles to play in facilitating the development of effective ecosystems which

encourage and support the creation of innovative new ventures. We need to create

the types of environments that are conducive to encouraging entrepreneurial ways of

thinking and behaving and the time to act is now. (p. 7)

The World Economic Forum’s actions have been the catalyst to prompting and promoting timely discourse on this subject at an international level, as they remain committed to the cause that

”entrepreneurship empowers people, in all societies and at all levels, to take their own destiny into their hands. It creates opportunities which not only contribute to economic growth but also to personal and professional development” (World Economic Forum, 2009, p. 9).

Pittaway and Hannon’s (2008) evaluation of programming models and strategies regarding entrepreneurial education in higher education included findings that emphasized sustainable, supportive, and integrated programming practices and approaches. WEF (2009) reinforced similar recommendations and highlighted the value of interdisciplinary programming, stating that:

In most countries, the majority of entrepreneurship courses are offered in business

schools or programs. Entrepreneurship needs to be expanded across disciplines –

particularly to the technology and science departments, where many innovative ideas

and companies originate. Even on campuses with less of an interdisciplinary

approach, entrepreneurship programs are increasingly linking traditional business

courses with those offered in science and technology programs. This allows for the

sharing of expertise and knowledge between the business and technical students,

sparking greater innovation and facilitating technology transfer. The world is not

divided into functional silos, so the educational process should not be either. (p. 21)

These findings show an increasing shift away from standardized programming with a move towards varied instructional approaches.

A United States based initiative that has led the advancement of entrepreneurial programming beyond discipline-centric models is that of the Kaufmann Campus Initiative led by

Kaufmann Foundation. The Foundation was launched in 2003 to foster interdisciplinary entrepreneurship education across the United States with a commitment to instilling and enabling an inclusive economy. Torrance (2013) has illustrated lessons learned from the Kauffman

Campus Initiatives and notes that there is no “one-size-fits-all approach to implementing entrepreneurship education” (p. 3). A resounding outcome of the initiative has been the increased infusion of entrepreneurial programming beyond any given faculty of business, which has ultimately resulted in expanded applications and opportunities inclusive of non-business students. Throughout the initiative, “entrepreneurship courses and co-curricular opportunities reached students who might not otherwise have had the opportunity to consider how to apply entrepreneurial problem-solving skills, innovative thinking, and value creation to their particular fields” (p. 4). What is profound is that “Faculty, students, and administrators alike have had the opportunity to view entrepreneurship, innovation, creativity, and paths to employment in new ways” (p. 5). Although there are examples of progress, Davey, Hannon, and Penaluna (2016) conveyed that regardless of the increasing general awareness of entrepreneurship and relative business development associated with modern economies, there are a lack of tangible applications and educational models which embrace entrepreneurism. Fayolle and Klandt (2006) noted that the varied opinions on pedagogy, scope, and make-up of entrepreneurial programming might be the cause for delay.

Academia15 is faced with an era of heightened expectations that involve program review, adaptation, and, where plausible, expansion. Aoun (2018) stated that educators must be astute and conversant in terms of global marketplace requirements while being mindful and respectful of cultural and regional diversity. He stated that academia must move beyond the traditional norms of theory and classroom learning and embrace alternative instructional methods and formats. Academia needs to commit to flexible program models, diverse learning platforms, formalized work-integrated learning models, and learning environments that offer learners opportunities to hone real-world and transferable skills. Studies and labour market reports illustrate how higher education can invest in programs and learning platforms that support learners in pursuit of essential skills and transferable entrepreneurial and business skills, which have become recognized as commonplace to regional and global economies (Davidson, 2020;

Lackéus, 2015; Valerio, Parton, & Robb, 2014).

Current intelligence points to an opportunity for Canadian institutions to facilitate processes and actions which advance business and entrepreneurial education across disciplines, including the skilled-trades. McMullen and Shepherd (2006) stated that business and entrepreneurship should be researched from various paradigms and suggest that business and entrepreneurship need to be studied from sectorial perspectives. This observation resonates as a sectorial-based assessment of programming needs and interests specific to entrepreneurship, business, and the skilled-trades is timely, as advancement could be delayed if reliant on a generic model applicable to all disciplines. Although consensus on definitions and programming models may not be achieved in the immediate future, scholars have stated that there is a need, at minimum, for a conceptual framework which honours the ecosystem in which the

15 Academia is the collective community concerned with the pursuit of skills development, education, research and scholarship.

82 entrepreneurial and business applications may be applied (McMullen and Shepherd, 2006). A conceptual framework to support programming which recognizes regional stakeholders, engagement and collaboration, commerce and labour market, and educational requirements. As referenced by Klein (1990), interdisciplinary programming is ideally developed through interdisciplinary teams and guided by their expertise. He emphasized that interdisciplinarity fosters enhanced curricula and programming in addition to strengthened networks and systems.

Educational programming which fosters entrepreneurship within an interdisciplinary context is needed more-than-ever in higher education (Kuratko, 2005).

With reference to a framework, Ibrahim and Soufani (2002) have presented that a national strategy is needed to promote and instill a coordinated and collaborative “framework of entrepreneurship training” (p. 424). These scholars emphasized the need for a national entrepreneurial education framework to include criteria, program requisites, and curricula standards required of all institutions and educators involved in related program delivery. They also distinctly outlined how a framework is vital for the progression of Canada’s entrepreneurial ecosystem. They have emphasized that a framework would provide a common baseline to address the existing diverse curricula and programming models. It would be a framework that endorses standards while providing the means of establishing and sustaining core instructional, curricula, and credentialing requirements, enabling regional, national, and international transferability.

The potential of international transferability and expanded developments in the educational realm as established through the United Nations Educational, Scientific and Cultural

Organization (UNESCO)16 are pertinent to the amalgamation of global educational credentials.

16 After the 2nd World War UNESCO was established to help elevate, educate and rebuild war torn Europe. Canada being one of the Developed Countries who fought and supported its United Nations

UNESCO is accredited for developing the Lisbon Recognition Convention (LRC) Agreement in

1997, which involved establishing a uniform global framework for the quality assurance of higher education between the European Higher Education Authority and 55 other countries.

Although Canada was one of the original signatories of the LRC in 1997, it had not ratified the

(LRC) Agreement nationally in Canada until August 1st, 2018. This recent ratification of the

Agreement by all of Canada’s provinces and territories confirms the intent to work in unison through the sanctioning of the Lisbon Recognition Convention17 with the commitment of establishing a pan-Canadian framework for learner mobility. This is a framework to facilitate the provinces and territories working ideally in unison, following higher education quality assurance principles as demonstrated and confirmed in such countries as Ireland. Specific to Ireland, the

Republic has developed a globally recognized framework reputed as a progressive higher education framework that recognizes learning over a continuum, inclusive of the skilled-trades.

The formalization of the LRC to strengthen national and international learner mobility provides an opportunity to address accreditation priorities specific to the skilled-trades while also offering a platform to promote interdisciplinary programming. Prior to formal references in recent years, interdisciplinary methodology and knowledge dated back centuries, as far back as the Greek era (Gunn, 1992). Gunn (1992) and Senge (1990) noted that the Greek historians honoured dialogue and diverse elements of knowledge spanning disciplines, which provided a

Allies in Europe became one of the founding members of the United Nations Educational, Scientific and Cultural Organization. 17 The Lisbon Recognition Convention (LRC) ratification was signed on June 13, 2018 and legally became binding under International Law as of August 1, 2018. The LRC needed to be agreed upon by all provinces and territories in Canada before the ratification of LRC could took place. Canada's provincial and territorial governments have now demonstrated their commitment to furthering national and international collaboration. Collaboration involving the provision of quality assurance standards pertaining to education and mobility, best practices in assessments, and the recognition of academic credentials.

84 means by which they could expand their understanding and knowledge to impart enhanced processes and practices. Although there is evidence of historical applications and indications of the positive impact of interdisciplinary approaches and how they have informed today’s practices, there remains a generalized void in understanding the value of interdisciplinarity. This void has resulted in a delay of acceptance provoked by varying degrees of comprehension, generating a hesitation to pursue, or invest in this related methodology (Benson, 1998; Smith,

2003; Walton, 1974).

Although interdisciplinarity was referenced in the scholarly realm during the 1920s, it was mainly applied in the research community to depict research considerations that involved two or more professional members of the Social Science Research Council (Klein, 1991). Klein (1991) emphasized that interdisciplinary activity typifies a dynamic combination of environmental, economic, social, cultural, political, philosophical, and in some instances, intellectual and psychological factors. Klein (1991) also stipulated that interdisciplinary matters are best assessed, addressed, or solved through interdisciplinary approaches, which offer the opportunity to achieve outcomes typically not realized through a singular disciplinary perspective or a single epistemology.18 Within the context of this study, interdisciplinarity in the skilled-trades affords the opportunity to expand beyond what is often a specialized knowledge-base to promote novel techniques and applications of value in product/service development, delivery, and innovation.

Chan and Fong (2018) have subtly implied that diverse ill-informed perspectives have impeded the progression of interdisciplinary models, with advancement being hindered by the desire to preserve existing and established disciplines rather than pursue new learning and the value and opportunity for interdisciplinarity. They noted that professionals who engage with

18 Epistemology is the theory of knowledge.

85 interdisciplinary work are not typically associated with any specific discipline, thus in the realm of academia, they and their work are often not well received or recognized. Without an academic identity and recognized consensus on relevancy to academia, worldly issues, and specific disciplines, there is a natural reluctance amongst scholars and educators to engage with related contemporary methodologies. Unfortunately, this fosters further issues that marginalize interdisciplinarity and deters the acceptance and application amongst communities of practice, professional associations, research bodies, and academic institutions.

The lack of a unified model or body which honours and promotes interdisciplinarity is worth noting, as behaviors and practices are traditionally influenced by the power of accepted social conventions and norms. Wang (2011) reinforced the point that individuals, groups, and societies' behaviors are influenced and shaped by what is considered acceptable, appropriate, trending, or desirable. The evolution or transformation of behaviors can actually take place in the form of group-think as defined in 1972 by social psychologist Irving Janis, whereby individuals succumb to a way of thinking to gain or retain popularity, to be welcomed by a group, organization, or certain class of society (Hart, 1991). Essentially until interdisciplinarity is accepted and viewed as a new norm and formally recognized, related approaches and practices will be further stymied. There is a tendency to continue with practices as they are established.

There may be a need for an influx of innovators and nonconformists to lead the change to demonstrate and promote acceptance and timely interdisciplinarity practice.

Through research findings and scholarly presentations, it is evident that during the mid to late 1990s, interdisciplinarity gained formidable attention as scholars and professionals were aiming to assess and confirm the relevancy. This notable influx of popularity was aligned with the increased emphasis on interdisciplinarity as an approach to address complex issues and

86 problems. Klein and Newell (1997) offered a commonly accepted definition of interdisciplinarity in which it involves the “process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession” (p. 393). Stemming out of need and opportunity, academic programs have evolved, and although recognized as being experimental, they are viewed as being at the leading edge, providing students with the skills and competencies that meet the emerging and diverse needs of a workforce designed for the 21st century (Repko, 2008).

Interdisciplinarity warrants the consideration of program renewal across higher education.

Since the industrial revolution, required core competencies across all sectors have forcibly shifted as influenced by technology and globalization's rapid advancement. The shifts substantiate the value of interdisciplinarity (Collins, Hannon, & Smith, 2004). The workforce of the 21st century is expected to deliver specialized skills while also having the ability to diversify and move beyond generalist tendencies to address complex needs, serve multiple markets, while maintaining interrelated functions. The skills required today encompass technological competencies, professional etiquette, transferable and essentials skills, in addition to business and entrepreneurial competencies (Ilhan & Gurel, 2011). The acceptance and adoption of interdisciplinary approaches have been more readily embraced by scholars and professionals as a logical, practical, and in many cases, a cost-effective and expedient approach to dealing with time-sensitive and compromising issues. Academic administrators are also revering the approach as a potential means to expand and enhance core educational programming, that prepares learners for the complexities of today’s social, economic, and environmental conditions (Repko et al., 2013). Interdisciplinary programming has also been respected for having the potential to increase institutional efficiencies while addressing financial constraints. Through ongoing

87 research and expanded educational programming, it is quite conceivable that an increased level of awareness will be realized, empowering the acceptance and significance of interdisciplinarity.

Although academia, for the most part, has defined interdisciplinarity as involving two or more disciplines or specializations, Davis (1995) noted that the term “involving” does not necessarily address the degree to which various disciplines intersect. Kockelmans (1979) presented a more descriptive relationship by outlining how interdisciplinarity involves the coming together of specializations to inform a new discipline. What transpires from this trans- disciplinary connection is obviously influenced by the core subject matter, yet it is expected that the processes and outcomes are directly influenced by those involved and the context of the discussions and development (White, 1981). Aarsleff (2001) stated that the evolution of knowledge is the process of human experiences which are ultimately assessed, applied, adopted, monitored, and re-adapted over time. The relationship of all elements and their relative considerations essentially inform varied combinations of outcomes resulting in expanded and/or new knowledge. An opportunity exists to inspire the advancement of knowledge specific to interdisciplinary trades programming aligned with the new and emerging 21st century economies.

While contemplating the potential for interdisciplinary trades programming, Lackéus

(2015) 's insight as affiliated with the Organisation for Economic Co-operation and

Development is pertinent. He promoted interdisciplinary business and entrepreneurship programming to facilitate the honing of interdisciplinary competencies while also providing learners with the environment to work in interdisciplinary teams. In addition, the learning environment needs to afford opportunities for meaningful engagement within and across industry and community, while supporting learners to gain firsthand exposure to relevant applications. Over the years, Casey (1994) has articulated the need for interdisciplinary

88 programming while keeping sight of learner’s needs as they prepare for their future careers.

Interdisciplinary programming is ultimately grounded in pedagogy which affords learner connections across and between disciplines and specializations, allowing for the opportunity to leverage skills and abilities towards diversification (Boyer, 1982; Jacobs & Hawley, 2009).

Currently, there are no published or documented frameworks for interdisciplinary programming in the trades. Johnson (1972) pointed to how interdisciplinary skills can be enhanced through training and education as initiated and promoted at a community level.

Interdisciplinary programming is ideally informed by community stakeholders’ representative of diverse groups and needs and involves individuals with specialized expertise areas (White &

Harris, 1961). The data as compiled through the literature review coupled with my personal experience in post-secondary has resulted in the conceptual framework of Influencing Variables of Interdisciplinary Skilled-Trades Education. The conceptual framework provided a baseline reference that informed the primary research questions focused on identifying opportunities and challenges associated with interdisciplinary trades programming. The conceptual framework encompasses four macro-variables directly influencing present-day trades programming, which includes labour market, student body, community stakeholders, and institutional capacity. The allied influencing micro-variables have been informed based on my lived-experience specific to trades programming and as referenced through the scholarly, industry, and government data and reports.

By presenting a conceptual framework of influencing variables specific to interdisciplinary trades programming, the goal is to gain data directly from stakeholders involved in the skilled-trades to identify elements of priority, to be addressed through enhanced educational programming. Enhanced and expanded educational programming embedded within

89 a regional learning ecosystem supported by stakeholders vested in advancement. By identifying influencing variables, higher education, industry, and community may formalize strategic goals and enriched programming to serve the learners of today and the future while expanding awareness and support of the skilled-trades as a reputed education and career choice.

The conceptual framework presents a schematic of four primary influencing variables that directly affect present-day trades programming and anticipated interdisciplinary programming.

As noted, the variables include:

(a) labour market needs and demands,

(b) student body composition and needs,

programming, and

(d) institutional capacity.

Each of the four macro-variables is influenced by numerous micro-variables, determining whether there is labor market demand, student demand, stakeholder support and engagement, and institutional readiness and capacity to support programming.

Figure 2.1 Conceptual Framework: Influencing Variables of Interdisciplinary Trades Education (2017)

This conceptual framework was expected to be expanded upon and strengthened through the study with a commitment to gaining insight from those directly associated with the skilled-trades and programming.

2.17 Skilled-Trades Curricula: Institutional Considerations

Modern shifts in national and global economies present dynamic opportunities for post- secondary institutions to investigate the viability of improving upon regional-based educational programming. These shifts prompt the heightened engagement of learners, industry, community, and government to explore the emergent and dynamic requisites of 21st century compliant curricula. As Canada lacks a national advanced education ministry, individual institutions are motivated to invest in program development independent of a national platform. The commitment by institutions to invest in program development is inspired by the commitment to provide learners with essential transferable skills and competencies required for today’s steadily advancing global workforce.

The emergent and diverse competency requirements of the 21st century have prompted interdisciplinary curricula and heightened the appeal and inclusion of applied learning. The demand for curricula enhancements comes at an opportune time when higher education is being encouraged to move beyond standard practices of siloed programming and curricula (Blank,

2011; Coates and Auld, 2015, 2018b). The consideration of enriched programming is on the rise due to concerns that graduates are exiting post-secondary education to pursue discipline-specific careers during a time when global economies demand a workforce equipped to work in multidisciplinary and interdisciplinary roles and environments (Blank, 2011).

2.18 Curricula Advancement: Role of Administrators

According to Rae, Matlay, McGowan, and Penaluna (2014), leadership at all levels of the institution and across the organization is critical in the development and promotion of a learning ecosystem that values entrepreneurship. Rae et al. (2014) have stated that entrepreneurial leadership must be infused across the institution while emphasizing that senior administrative and government support is imperative. Scholars have strongly implied that regardless of the institutional structure, any entrepreneurial programming's advancement will only be legitimized when there is direct buy-in, involvement, and access to entrepreneurial practitioners with direct real-world experience. They have also emphasized that it is critical for administrators and educators to appreciate the fact that related skills development may be constrained if not supported and applied in the learning context aligned with the learner’s primary field of study.

Community colleges are identified as an essential part of the fabric of regional economies and social development. Thus, timely program delivery and corresponding curriculum must be a paramount consideration (Garza & Eller, 1998). Ozturk (2001) stated that:

Education in every sense is one of the fundamental factors of [community and

regional] development. No country can achieve sustainable economic development

without substantial investment in human capital. Education enriches people’s

understanding of themselves and the world. It improves the quality of their lives and

leads to broad social benefits to individuals and society. Education raises people’s

productivity and creativity and promotes entrepreneurship and technological

advances. In addition, it plays a very crucial role in securing economic and social

progress and improving income distribution. (p. 1)

Educational administrators of the 21st century are wise to align their institutions at the epicenter of the communities they serve, collaboratively informing skills development and educational needs while striving to foster regional development and innovation (Garza & Eller,

1998). Community Colleges have demonstrated that they can hold the role of catalyst for regional development while cultivating necessary community and regional capacity building

(Cantor, 2009; Cantor & Gee, 2018). Institutions that have chosen to take a proactive role and stance may become what is termed anchor institutions. Institutions that foster collaboration in a democratic manner and create a “pipeline of inclusive human capital for the future” (Cantor,

2009, p. 9).

Axelroth and Dubb (2010) have promoted the concept of anchor institutions, involving institutions which “consciously apply their long-term, place-based economic power in combination with their human and intellectual resources, to better the long-term welfare of the communities in which they reside” (p. 3). They go on to stipulate how such institutions play a multifaceted role, sharing their expertise and capacity in support of community, social, and economic development. Weerts and Sandmann (2010) stated that educational institutions are best positioned to explore and promote economic advancement by engaging with community while ensuring that their institutional mission and goals are aligned with regional social and economic priorities. As it currently stands, many community colleges are known to “provide much of the civil leadership in semi-rural and rural regions and are often known to be nimble and responsive while being adept at informing and supporting regional innovation” (Cordes & Peters, 2014, p.

3).

Regional sustainable development is most prominently achieved through education, skills, and policy development, promoting and supporting competency development aligned with

94 community-based enterprises (Cordes & Peters, 2014). Dougherty and Bakia (1999) noted that community colleges are faced with the reality of having to embrace dynamically expanding roles associated with regional development, which they promote needs to be acknowledged by government. They credit institutions for assuming these expansive roles and responsibilities all while managing persistent, constrained, and in most instances, decreasing resources. These exemplary institutions are becoming community pillars by retaining informed insight into what directly influences education and economic policy, while simultaneously advancing respective regional educational priorities. Educator and college administrator Leavitt (2015) promoted the concept that community colleges and their host communities can make-up ideal, inclusive, and collaborative learning environments that directly and indirectly guide resource allocations and policy. Policy development to serve regional needs continues to be an ongoing concern and presents the opportunity for higher education to take a proactive role in education and regional development. Bradford and Wolfe (2013) have stated that in Canada, “Regional development policy represents a clear case of entanglement, with the potential for duplication and fragmentation of programme responsibilities and mixing of mandates and goals” (p. 332). They question:

To what extent have the various levels of government - from the federal to the local -

learned to align economic development policy more effectively in order to minimise

the negative consequences that can flow from entanglement. What is the proper

relationship between governments, business networks and civic associations in

shaping the economic geography of development? (p. 332)

These scholars also reference the importance of regional development:

Supporting strategic planning and capacity building among firms and community

organisations, addressing cultural or educational barriers to entrepreneurship and

innovation, building regional knowledge through trends analysis and performance

benchmarking, and providing a portfolio of innovation supports that encompasses

both science-based university–industry collaboration. (p. 341)

Consequently, there is a degree of urgency and responsibility placed on community colleges to review and assess programming as institutions increasingly become vital pillars for social and economic development (Council of Ministers of Education, Canada, 2001;

Singmaster, 2016). Discourse amongst industry and associations has been profound in past decades, with the Advisory Council on Science and Technology (ACST, 1999) emphasizing the need for a national integrated skills development strategy focused on preparing learners for emerging economies. There are three very specific responsibilities of educational institutes are articulated by ACST (1999, p. 36), which warrants further attention because increasingly higher education holds the role of:

(a) motivating and assisting individuals of all ages to become independent, flexible, and

creative learners,

(b) ensuring that curricula and teaching methods adhere to the highest possible standards

and effectively assist students to develop:

• essential skills,

• awareness of career and employment opportunities,

developing effective linkages with industry at the individual company and sectoral

levels.

Given the state of present and emerging economies, a transformation is afoot for many community colleges, especially for administrators. Administrators are charged with confirming the necessary resources to support programming and services while meeting the expanding curricula expectations aligned with emerging regional economies. The administrators of the 21st century need to be mindful of the context in which their institution functions, serves, and resides.

Given the focus of this study and its opportunity to consider interdisciplinary education in the skilled-trades, the role of administrators is of consideration. Rae (2007) is renowned for his expertise in program development and entrepreneurial programming, and accordingly, his declaration that administrators' direct involvement is essential for program progression is highly respected. Rae (2007) has presented the Institutional Connectivity of Employability Enterprise

Programming schematic, which emphasizes the importance of linkages within and across the institution, the importance of administration, and critical associations with community and industry. Rae’s schematic will be further deliberated during the data analysis phase of this study with respect to the advancement of interdisciplinary trades programming within a community college context.

2.19 Skilled-Trades Programming: Priorities for Advancement

Although provinces and territories over the years have invested in the development of skilled-trades training, there continues to be a lack of a formalized acknowledgment of the skilled-trades as a credentialed and accredited discipline of study. The 21st century evokes contemplation of the Canadian apprenticeship system as illustrated by Human Resources

Development Canada (HRDC, 2002), which highlighted skills shortage concerns by stating that

“many Canadians have valuable skills and knowledge that are often underused and undervalued because these individuals lack formal recognition” (p. 31). And as previously noted,

“apprenticeships are a vital and undervalued dimension of post-secondary education” (HRDC,

2002, p. 28) while “workers in the skilled-trades are essential to building and maintaining

Canada’s place in the knowledge-based economy” (p. 29). These acute workforce concerns reported by HRDC (2002) still resonate today in that “skilled-tradespeople are in great demand” and “Canada is not training sufficient numbers of people to meet this demand” adding that “this shortage could significantly limit our economic growth in the future” (p. 31). The nation needs to recognize that “the learning system must be strengthened if we are to meet the skills and labour force demands of the next decade” (p. 8) and that Canada needs to “facilitate mobility and access to post-secondary education for adult learners” and “encourage Canadians to look to the skilled- trades for employment” (p. 35).

The data coupled with priorities of the industry training authority set by the British

Columbia government outline the importance of relevant training, collaboration, certification, and mobility in the skilled-trades. The documented priorities for ITA and thus the 15 relevant provincial-based training institutions as summarized by McDonald (2014, p.17) include:

• develop training that is relevant and responsive to industry, community and labour

needs,

• attract young people into the trades, promote the benefits of trades as a career and

assist in the transition from school to work,

• demonstrate the link between effective skills training and improved productivity and

global competitiveness,

• create efficient, effective and flexible training delivery and certification processes,

and

• ensure labour mobility under trade agreements to ensure recognition of worker skills

developed elsewhere.

McDonald’s (2014) report emphasized the importance of raising the profile and awareness of the trades as a viable education and career option. She simultaneously raised concerns about apprentices' completion rates and the necessity for eliminating barriers for learners and apprentices. Given these unremitting issues, it is contingent upon higher education to take the next steps in facilitating program enhancements complete with full credentialing. Higher education needs to commit to enhancing the valuation of the trades as a formal discipline of study. Recognition of the skilled-trades as a formal field of study will promote increased engagement by learners and facilitate the transferability of skilled-trades training and resulting credentials vital to career progression. Offering progressive skills development opportunities is the community colleges' responsibility as they hold the mandate of delivering skilled-trades training within their regions. Community colleges have been granted the authority to advance in the learners' best interest, as appointed under the B.C. College and Institute Act [RSBC 1996]

CHAPTER 52. The institutions as agents of government will each “establish a method by which courses of post-secondary education or training may be accredited” (British Columbia

Government, 2019, p. 2).

The review of relevant data and credentialing guidelines at the provincial and national levels has led to the opportunity to expand the review to include international frameworks.

Globalization has provided a forum to learn from approaches and practices deployed in international locales in the best interest of educational programming and student mobility. The

99 analysis of B.C.’s provincial skilled-trades requirements will be further reviewed alongside the recently expanded Quality Qualification Ireland (QQI) framework. The QQI framework is reputed as progressive and may be deemed relevant to Canada’s current needs for greater recognition of vocational and skilled-trades programming.

2.20 Credentialing of Skilled-Trades Training and Education

Credit-based programming models in higher education accompanied with transfer system frameworks result in supportive and seamless mobility for students. As such, program transferability needs to be a priority for higher education as institutions are ratifying policy in the best interest of learners across all fields of study. The lack of formal academic credentialing in the skilled-trades places learners at a disadvantage, as they consider further academic pursuits and career advancement. Without formal acknowledgment and credentialing of trades programming, skilled-trades professionals have limited opportunity for life-long learning acknowledgment and transferability of acquired training and education. Ultimately, this impedes their potential for academic progression, professional advancement, career mobility and consequently limits continuous learning aligned with personal and professional development aspirations.

From a regional perspective, delays in credentialing associated with the skilled-trades are undoubtedly influencing the lack of valuation of apprenticeship training. Lerman (2014b) stipulated that apprenticeship training needs to be formally acknowledged by higher education as credentialing provides a means by which individuals can develop a range of competencies vital to the sector while facilitating progressive and continuous skills development. Lerman (2014b) stated that an:

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Apprenticeship prepares workers to master occupational skills and achieve career

success. Under apprenticeship programs, individuals undertake productive work for

their employer, earn a salary, receive training primarily through supervised work‐

based learning, and take academic instruction that is related to the apprenticeship

occupation. (p. 1)

Lerman (2014a) further stated that “developing a more robust support system for apprenticeship programs requires action at various levels of government” (p. 3).

Specifically referencing core trades curricula and program pedagogy, Lerman (2014b) outlined concerns regarding the existing apprenticeship model, which includes the opinion that trades-based apprenticeship training is very specific to a given trade, and does not necessarily prepare individuals for the diverse roles and reality of the 21st century workplace. This has prompted discussions related to apprentices' adaptability and raises a query regarding whether trades competencies are “sufficiently portable” (p. 15). This relatively recent development further substantiates the opportunity to enrich the learning opportunity for trades learners and the transferability of their revered attaché of competencies. Lerman (2014b) outlined that apprenticeships provide a means by which individuals can develop a range of competencies that include transferable core occupational skills that need to be acknowledged and formalized. Such competencies are relevant across all the trades, and through credentialing, there is greater opportunity for formal transferability should a learner chose to pursue more than one trade.

The need for an enhanced model that meets the pan-Canadian trades training requirements set out by the provincial Industry Training Authority and the Canadian Council of Directors of

Apprenticeships (CCDA) is paramount. A model which supports continuous credentialing associated with trade specializations, recognizes core transferable skills in the trades, and

101 accounts for complementary competencies, is timely. Sharpe and Gibson (2005) concurred with the value of progressive credentialing affording learners the opportunity to specialize in any given trade while also gaining core transferable skills, inclusive of business and entrepreneurship. Although this research study does not encompass stakeholder insight regarding the motivation of learners to pursue multiple trades, this consideration is worthy for future review.

As previously mentioned, recommendations to address the skilled-trade workforce shortages have been referenced as being structural and include the need for linkages between education and industry, career pathway options, an increased valuation of the skilled-trades, and formalized credentialing (CBoC, 2002). Within the realm of higher education, all considerations identified are intrinsic to an enhanced programming model. A program model which respects that the future of the skilled-trades is dependent on collaboration between education, industry, and community. A model that offers career and educational advancement pathways while promoting the skilled-trades as a viable field of study, with the skilled-trades deemed a vital economic pillar to communities, regions, and the nation. Investing in skills training and education aligned with the labour market has been reputed as being critical to regional, national and global economies (ACEG, 2017a).

The acceptance of accredited apprenticeship models in the realm of traditional academia

(e.g. Queen’s) will profoundly impact the future growth of apprenticeship programming in higher education. For skilled-trade programs, this may very well be an overdue formal acceptance of apprenticeship training as a skills-development framework, appropriately ascribed as being informed over centuries by masters and scholars committed to knowledge dissemination. As profiled by the G20, Organisation for economic co-operation and development

102 and European Commission (2014), government and educational leadership need to continue to unite and address on a global level the implications associated with the undervaluation of apprenticeship learning by providing supportive action.

I suggest that the expansion of apprenticeship training complemented by formal credentialing are program attributes that may influence learner recruitment, retention, attrition, transferability, and mobility spanning the skilled-trades. Program credentialing in higher education is an integral element of program completion and is recognized as knowledge currency that supports not only inter-institutional student mobility but also provincial, national, and international mobility.

The British Columbia Council on Admissions and Transfer (BCCAT, 2013) completed a study entitled A Survey of Movers. Students Who Move Between B.C. Public Post-Secondary

Institutions that afforded BCCAT an opportunity to gain insight from learners related to the importance of credentials and mobility. The 2013 study outlined that over 60% of the student respondents confirmed that they expect that their academic credits will be transferable to their future institutions of choice, with nearly all the respondents (94%) expecting to see transferability of at least a portion of their achieved credits (n=1623). Although the study did not include learners in the skilled-trades, the outcomes are likely indicative of the needs and interests of students who chose to pursue training and education. The lack of formal credits and credentials spanning skilled-trades training is an issue for higher education, especially for educators and administrators who hold a vested interest in honouring all learners who have chosen to engage in trades education within the province of British Columbia.

The significance of credentialing has been cited by many, including Junor and Usher

(2008), who clearly noted that “Credit transfer systems can help further life-long learning,

103 improve and widen post-secondary participation rates” (p. 19). As noted, the fundamental principles of credentialing and learner mobility have been identified by the Colleges and

Institutes of Canada (CiCan, 2018) as a priority as the nation contemplates economic development and global competitiveness. For such improvement, it is critical that policymakers support college administrators in advancing programming by maximizing articulation and transfer options for all learners, including the skilled-trades.

2.21 Summary

This literature review provided insight into the pan-Canadian trades apprenticeship training models, curricula, and credentialing considerations. Apprenticeship training in Canada has endured significant shifts since the late 1800s, with federal acts and directives leading to current structures and impediments. Industry and scholars alike have illustrated how the skilled-trades have been thwarted by a lack of awareness compounded by public misconceptions and limited regard for the apprenticeship model. These misconceptions have delayed the advancement and positioning of the skilled-trades within the realm of higher education, impacting trades as a viable career and education choice. These delays have also been attributed to a lack of associated formal academic credentialing across existing trades training.

The trades sector across Canada, and more specifically in the host region, faces increased labour demands during an era when regional economies are shifting their focus towards small business and entrepreneurship. These shifts are driving work practices that require diverse and advanced transferable competencies designed for the 21st century. The convergence of job vacancies, shifting economies, and competency deficiencies are further complicated by the fact that the trades sector remains generally undervalued. Provincial and regional demand for skilled- trades workers is forecasted to increase dramatically, with pan-Canadian data indicating a need

104 for economic diversification, innovation, and development, while recruitment and retention in the skilled-trades are declining.

As a rather understudied field of study, the skilled-trades warrants attention by educators, administrators, government, industry, and scholars. The investment into the skilled-trades and the consideration of regional education systems honouring the alignment of competencies with shifting and emerging economies, is a prevalent topic across provincial and national tables. This consistent discourse has presented an opportunity to empower the progress of the skilled-trades sector in the host region by researching the needs and interests of stakeholders directly engaged in the skilled-trades, while informing progressive and responsive post-secondary programming.

Responsive post-secondary education specific to the skilled-trades, grounded in the established apprenticeship training model, enriched with interdisciplinary curricula, and confirmed as formally recognized academic programming. Formalizing trades education has the potential to positively influence the perceived credibility of the skilled-trades as a viable education and career choice.

Regional, provincial, and pan-Canadian data, complemented by workforce development findings, present what I deem to be an urgency for the formalization of trades training within the realm of higher education. Program advancement and accompanied credentialing are the responsibility of higher education, specifically community colleges, as per the Colleges and

Institutes Act. The absence of academic credentialing in the skilled-trades is a primary concern for industry, educators, students, trades professionals, and government. Higher education in B.C. has been outpaced by international higher learning institutions that have formalized credentialing frameworks honouring trades and vocational programming. Increasing national and international discourse has influenced the urgency for transferability and amplifies recruitment and retention

105 issues specific to the skilled-trades. The lack of credentialing and the increasing acknowledgment of competency gaps present a unique opportunity to elevate educational development that meets current and emerging economies, with curricula designed for the 21st century. Modernizing skilled-trades training in higher education has the potential to instill learning environments that facilitate a greater appreciation of interdisciplinary programming, diversity, mobility, collaboration, and innovation.

Callegher’s (2018) research which emphasized the humanistic perspective of trades recruitment, will be further contemplated, pending research participants’ views and reasons for pursuing the skilled-trades. The identified needs and motivations of research participants presented through this study will also be considered relative to Ibrahim and Soufani’s (2002) research, which calls for a Canadian-based “framework of entrepreneurship training” (p. 424).

An opportunity exists to contribute to the existing body of knowledge, emphasizing the skilled-trades, by presenting an interdisciplinary trades education development framework within a regional learning ecosystem aimed to stimulate dynamic business, entrepreneurship, and economic development.

Associated development following this research study may ultimately support the formation of a regional learning, business, and entrepreneurial ecosystem. Asserting the host institution as a regional ‘anchor’ for skills training, advanced education, and regional development can model Cantor, Englot, and Higgins (2013) and Axelroth and Dubb’s (2010) convictions of the role of community colleges. In envisaging the host institution's position to advancing interdisciplinary trades programming, Rae’s (2007) schematic of Institutional

Connectivity of Employability and Enterprise provides a basis for advancement. By referencing the scholar’s work, I aim to present a complementary schematic specific to

106 institutional connectivity, enabling interdisciplinary trades programming. I intend to also reference the World Economic Forum's insights (2013) related to their schematic of

Entrepreneurial Eco-System Pillars. This internationally acknowledged schematic identifies components of entrepreneurial ecosystems, which represent essential, yet distinct pillars inclusive of education/training, workforce development, and higher education.

What is most prevalent across the existing data and body of research is the opportunity for higher education to be recognized and promoted as a vital catalyst for development, as led by administrators and educators who take pride in supporting the progression of relevant education.

Education aligned with the interests of learners and alumni as they aspire to achieve their goals of being active contributing citizens amongst and across mixed economies.19 Although education and economic development are common topics, no single model has been adopted or deployed that directly presents an association between education, economic development, and diversification. In advancing with this study and the formation of an interdisciplinary trades education development framework, it is plausible that further research will be conducted to assesses the impact and value of trades-based education on regional economies.

Higher education, and more specifically community colleges with the mandate for delivering trades training, are at a critical juncture. Timely and relevant program development supported by academic credentialing needs to be further contemplated and formalized in the best interest of learners and regional economies. This study provides a means to identify elements essential in advancing interdisciplinary trades education while positioning trades programming towards the formal measure of academic certification.

19 Mixed economies are those which make up an economic system compromised of planned, free market, government supported economies and public and private enterprises.

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The potential for regional and pan-Canadian program progression and international transferability is strengthened by the Lisbon Recognition Convention (LRC) Agreement established in 1997 and nationally ratified by Canada in 2018. This recent ratification of the LRC

Agreement demonstrates a commitment at the pan-Canadian level by all provinces and territories in Canada to contribute to a quality assurance framework that supports transferability and learner mobility. Transferability and learner mobility are of paramount concern for the skilled-trades, and pertinent to the advancement of interdisciplinary trades programming, supported by academic credentialing.

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METHODOLOGY

Survey research was deemed to be the most appropriate and viable means of engaging with the population of interest, as research participants were not easily accessible given their personal, work, and training schedules. The survey research method provided a platform to gain insight into multiple topics of interest, including the valuation of skilled-trades, credentialing of trades training, small business, and entrepreneurship in the skilled-trades, in addition to regional support and resource considerations. Ponto (2015) states that survey research is a “legitimate approach to research that has clear benefits in helping describe and explore variables and constructs of interest” (p. 171).

Research findings are presented in Chapters Four and Five as represented by research participants who opted to participate in the survey study and supplemented by those who consented to follow-up in-person interviews.

3.1 Research Design

This chapter provides an overview of the research study and rationale for choosing a survey research design to gain insight and data from the population of interest. The survey research focused on the needs, opportunities, and challenges of advancing with interdisciplinary trades programming within the context of a regional community college.

3.2 Research Approach

The survey research design provided the means to extend invitations to a large group of prospective research participants. Participation in the study was voluntary, with invitations extended across a population-base of learners, alumni, educators, industry, service organizations, and government representatives who held an affiliation to the skilled-trades and the host institution. The alumnus/alumna/student research participants held a direct attachment to skilled- trades training delivered through the host institution. The professionals and industry

109 representatives held an association to the skilled-trades as educators, sponsors, employers, and support organizations.

This survey research provided insight into motivations, levels of awareness, needs, and interests, in addition to personal opinions and expressed concerns relative to trades training, small business, entrepreneurship, and credentialing. The primary survey was followed up with in-person interviews with interested research participants in order to expand upon the survey findings. The study was complex given the commitment to inform a framework that advances trades education and ultimately formalized interdisciplinary trades programming at the host institution. A trades programming framework charged with the potential to directly and indirectly inform practice and policy, pertaining to trades programming designed for the 21st century. My commitment to this research is sustained by my professional aspiration to enable and maintain responsive programming. With programming and associated networks being leveraged to foster regional economic expansion as graduates enter the workforce invested in career diversification, business development, and entrepreneurship spanning the skilled-trades.

The survey research and in-person interviews were conducted over a 15-month period.

This study involved 152 alumni/students and 25 non-student respondents, with all participants holding an association to the skilled-trades at the host institution between the years of 2016 to

2019. Permissions to conduct this survey research involving human subjects were received from the research ethics boards of both post-secondary institutions involved in this study. Approvals were granted by the host institution where the research was conducted and by the University of

Guelph, under whose auspices this research was completed.

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3.3 Survey Research

Survey research is often the most suitable approach to gaining representative insight into the interests and characteristics of a population compromised of multiple stakeholders (Gall et al., 2007; Ponto, 2015). This method also provides a “means for gathering information about the characteristics, actions, or opinions of a large group of people” (Pinsonneault & Kraemer, 1993, p.

77). Scholars have stated that survey research is appropriate when examining a phenomena “while seeking insight into needs and demands” (Salant & Dillman, 1994, p. 2), and when there is value in “gathering demographic data which describe the composition of the sample group” (McIntyre,

1999, p. 74).

Owens (2002) stated that survey research is appropriate and relevant when the research is unique and when there is limited data available from existing sources, when insight is being sought from a population of interest, when there is a need to access responses to specific questions, and when information is being sought to complement existing secondary data. Kroth,

McPherson, Leverence, Pace, Daniels, Rhyne, and Williams (2009) outlined that survey research may involve paper-based or electronic surveys, or both, providing research participants with alternate options and ease of participation. “Surveys are efficient in that many variables can be measured without substantially increasing the time or cost” (Check & Schutt, 2012, p. 2).

Singleton and Straits (2009) noted that in-person interviews are periodically deployed in survey research providing the researcher with a forum to seek further insight into specific questions or themes. Kelley, Clark, Brown, and Sitzia (2003) stated that survey research provides empirical data “based on real-world observations” and experiences of those directly involved in the phenomena (p. 261). They also stated that with survey research, data may be both qualitative and quantitative, with the qualitative data being analyzed to identify themes and ideas.

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Although current studies and grey data exist related to workforce demands in the skilled- trades specific to recruitment, retention, and attrition, there are limited data regarding credentialed interdisciplinary programming in the skilled-trades. Regional-based trades programming, and more specifically credentialed interdisciplinary programming, is a relatively under-studied field.

This research study acknowledges that survey data cannot be used to identify cause or effect, yet survey research can provide valuable insight into a phenomenon otherwise under-studied

(Bowling, 2000).

As previously noted, survey research provided the means to access input from multiple research participants, including apprenticeship completers, former students, existing students engaged with training, and apprentices working in the field completing their applied learning requirements. Survey research also afforded ease of access to professionals and industry representatives, who held a direct or indirect association to the skilled-trades at the time of the study. These were professionals and industry representatives offering a wealth of knowledge given their lived experience in the host region and who typically have limited time to engage in face-to-face focus groups or in-person-based research studies. The survey research format proved to be cost-effective and provided an ideal platform for research participants to express their opinions anonymously, without being influenced by such variables as group-think or peer pressure. Accessing data directly from individuals involved in the host institution and the phenomena was significant in addressing the specific research questions while adding value to existing pan-Canadian secondary data.

3.4 Site Selection

The study was situated within a community college serving learners in rural and semi-rural areas of Vancouver Island, British Columbia. Individuals who chose to participate in this study

112 were provided with the opportunity to express their perspectives and opinions based on their personal experiences and observations. Participation in the study was optional, with individuals invited to engage in the study by way of an email invitation. The email invitation included a direct link to the online survey providing prospective research participants with the option of self-selecting into the study. The online survey was available through a user-friendly platform providing participants with ease of access and convenience, which is a paramount consideration according to Creswell (1998). Research participants who did not have ease of access to a computer were offered the option of completing the survey in a paper-based format.

3.5 Researcher’s Positionality

As the researcher, I hold the position of dean of the Faculty of Trades and Technical programs at the host institution and am privy to insight regarding national, provincial, and institutional considerations related explicitly to skilled-trades programming. Given my administrative role at the host institution, I am involved and familiar with internal and external opportunities and limitations specific to trades training and the host region. As a female administrator in a predominately male-oriented sector, with experience in industry and community engagement specific to the trades, I hold both a personal and professional perspective regarding the urgent need for advanced and inclusive interdisciplinary training in the skilled-trades. Throughout the study, researcher bias remained a critical consideration, with an acknowledgment that my personal and professional biases must be alleviated and ultimately reduced to a minimum. To this end, the primary data from the research participants was collected by way of mainly an electronic survey. When requested by research participants, the survey was made available in a paper-based format.

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3.6 Research Sample Group

The research study involved purposive sampling while engaging stakeholders directly involved in trades training and the trades sector. Purposive sampling entails the deliberate choice of research participants given the “qualities the participants hold” and involves the researcher identifying “individuals or groups of individuals that are proficient and well- informed with a phenomenon of interest” (Etikan et al., 2016, p. 2). Purposive sampling is common to studies that focus on accessing insight from individuals with experience and knowledge about the phenomena or “domain of interest” (Creswell & Plano Clark, 2007; Suri,

2011, p. 67). Earlier works by Patton (2002) illustrated how purposive sampling is a logical technique for studies that are reliant upon insight from experienced participants who can provide depth and scope about the phenomena. He also noted that purposive sampling is particularly valued when working within resource constraints, as is often the case in the field of education.

Suri (2011) stated that sampling is critical to research synthesis and that research design and samples are commonly influenced by the audience which the research aims to address. The audience that this study is expected to impact is a key consideration. Therefore, accessing input from alumni/students and non-student stakeholders involved in the skilled-trades is vital to understanding the phenomena. Given the potential for an immediate application of these research findings, input from stakeholders directly involved in the skilled-trades was critically important.

As noted by Suri (2011), “decision-makers and stakeholders want relevant, understandable, and accurate information which they can use soon” to inform practice (p. 66).

Although scholars have stipulated that there is typically a saturation point with any given sample group, they also pointed out that the accuracy will only be intensified with a larger

114 sample size. Morse and Niehaus (2009) stated that regardless of the methodology, it is important to hold confidence in the chosen sampling method by maximizing efficiency and validity. Borg and Gall (1989) stated that with survey research, 100 samples should be identified for the primary research group, and ideally, at least 20 samples from any related sub-group. This insight is complemented by Salkind (1997), who recommended oversampling for survey research by

40% to 50% when utilizing mail-out surveys, given the potential that prospective participants may choose not to engage.

Following this scholarly guidance while appreciating how stakeholders hold busy schedules and may elect not to participate, invitations to participate in the survey study were issued to potential participants over the course of one year. This extended period was important to ensure the involvement of no less than 100 participants, inclusive of alumni, existing and incoming students, in addition to a minimum of 20 non-student participants. A total of 177 stakeholders engaged in the study; 152 alumnus/alumna/student participants and 25 non-student participants which included educators, service organizations, government, and industry representatives. The primary research group for this study was the alumnus, alumna, and student stakeholders, with the non-student participants being the minor research sub-group.

3.7 Survey Approach

With consideration to maximizing efficiencies, as noted, this research study primarily engaged stakeholders by way of an online survey, and upon request, the paper-based version of the survey was made available to participants. There were two distinct surveys, one targeting alumnus/alumna/student participants and one for the non-student participants. The survey included a series of structured closed-ended questions and provided opportunities for participants to present qualitative input by way of open-ended questions. The online survey format ensured

115 that the survey was available to multiple stakeholders at their convenience while also affording participants the opportunity to freely engage without prejudice. Bernard (2002) emphasized that the research design and related tools need to honour participants’ needs, comfort, and ease of access to enable self-directed participation.

The survey data collection and ensuing interviews were extended over a period of 15 months. Through the preliminary analysis of the survey data, I identified the added-value of offering research participants the opportunity to participate via in-person interviews. The in- person interviews served the purpose of:

• reviewing the emergent themes,

• seeking further insight and clarification, and

• acquiring expanded input as presented by those directly associated with the

phenomena.

The survey data collection and the interviews followed a multi-staged process which allowed for the progression of knowledge development in the best interest of the research study

(Onwuegbuzie et al., 2009).

3.8 Stages of Research Study

This research study involved multiple stages which were distinct and yet sequential and inter-related. The initial phase of the research involved the collection and review of secondary data. The secondary data were instrumental in the development of the Conceptual Framework:

Influencing Variables of Interdisciplinary Trades Education. The conceptual framework provided a baseline for the survey research with the commitment to gaining insight from individuals directly involved in the skilled-trades. The research study involved the following primary phases:

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1. Secondary data collection and review.

2. Development of conceptual framework of influencing variables of interdisciplinary

skilled-trades education.

3. Research design.

4. Survey tool developed, tested and refined.

5. Primary research – survey data collection.

6. Survey data compilation, review and analysis (Alumni/Students).

7. Survey data compilation, review and analysis (Non-Student Stakeholders).

8. In-person interviews, data review and analysis.

9. Analysis of primary research with secondary research.

10. Refinement of conceptual framework specific to interdisciplinary skilled-trades

education.

11. Identification of recommendations and further research.

3.9 Developing the Survey Tools

The online alumnus/alumna/student survey was developed specifically for this study, and thus the tool was tested by four stakeholder representatives, which included one student, one educator, one industry, and one government representative. The decision was made to access feedback regarding the alumni/student survey from educators, industry, and government representatives, given their experience in the field of skilled-trades, and their anticipated level of comfort in providing direct feedback. To carry out the review, the draft online survey was released in an electronic format, with the reviewers providing feedback over a duration of one week. The feedback was consistent with reviewers providing suggestions to simplify language for three specific questions and proposing the removal of two distinct questions, which were

117 deemed repetitive. This feedback was appreciated and directly applied to the finalized survey tool. Locke, Spirduso, and Silverman (2000) stated that the review of the tool is a “modest pilot study [and] is the best possible basis for making wise decisions in designing research” (p. 74).

The online survey for the alumni/students was structured to gain demographic data with a focus on age, gender, education levels, and an indication of their chosen trade specialization.

The survey included questions specific to trades, trades education, credentials, support and resources, small business and entrepreneurship, and interdisciplinary trades programming. The online survey was comprised of general yes and no questions, multiple-choice, five-point Likert

Scale questions, and open-ended questions.

The online survey for the non-student stakeholders did not include demographic data, rather the focus was on the respondents’ attachment to the field of skilled-trades, and more specific questions related to trades and the economy, trades education, credentialing, supports and resources, small business and entrepreneurship, and interdisciplinary trades programming.

The online survey for the non-student stakeholders was assessed by four reviewers, including two educators, a community service organization representative, and an industry representative.

The reviewer feedback resulted in the refinement of two questions to ensure clarity for research participants.

3.10 Data Collection

The preliminary phase of the research was the literature review which was a critical preface to the study and involved accessing and reviewing: relevant data on skilled-trades education; apprenticeship programming; entrepreneurship and small business in the skilled- trades; regional economic development; interdisciplinary programming; entrepreneurial ecosystems; and credentialing for the trades. The literature review, coupled with my personal and

118 professional experience in education and workforce development, informed the Conceptual

Framework: Influencing Variables of Interdisciplinary Trades Education. As noted, the conceptual framework focused on identifying influencing factors associated with interdisciplinary programming in skilled-trades and acted as the basis for the primary research questions. Based on my review of secondary data, gaps in relevant and available regional and pan-Canadian data became very apparent. Thus, the acquisition of secondary data extended throughout the research study, with literature and labour market findings being accessed as data was made available.

The research invitations were extended to students and alumni associated with heavy mechanical, automotive, carpentry, plumbing, welding, metal fabrication, electrical, aircraft structures and joinery, foundation, and apprenticeship programs. The data collection was scheduled over consecutive months and influenced by the host institution's annual programming cycles. Invitations were extended to learners who held an affiliation to the host institution as of

December 2016, and to learners who provided email addresses at the time of their registration.

Research invitations were also extended to the non-student stakeholders, including representatives from industry, community service agencies, government, and educators who held an affiliation to trades training at the host institution as of December 2016.

Alumnus/alumna/student stakeholders were invited to participate over several phases, with the first set of invitations being extended during winter 2018. The invitations to participate in the research were issued via email, including a direct link to the online electronic survey. During winter 2018, email invitations were extended to 400 students associated with skilled-trades programming between December 2016 and September 2017. Of the 400 invitations, there were

70 undelivered invitations due to discontinued email addresses. In total, 60 students and alumni

119 chose to participate in the research study. During the spring of 2018, email invitations were extended to 109 students enrolled in the skilled-trades between October 2017 and April 2018. Of the 109 students, there were 25 undelivered email invitations due to email address errors and/or discontinuations. In total, a further 15 students chose to participate in the research study. This was followed by email invitations being extended during the fall of 2018 to 85 students enrolled in skilled-trades programming as of September 2018. There was a total of 20 undelivered email invitations due to email address deficiencies, resulting in a total of 16 additional students choosing to participate in the study. Following a preliminary analysis of the data, I noted a lack of involvement by heavy mechanical and automotive students. A second invitation to participate in the study was extended to individuals enrolled in both programs, which resulted in the students identifying a prevalent barrier to engaging in the study, which was the lack of computer access, vital to accessing the online survey. Given these circumstances, 21 students were invited to complete a paper-based version of the survey, and all 21 students chose to participate. With my commitment to gaining insight from a minimum of 100 research participants, email invitations were also extended to students during winter 2019. The invitation to participate in the electronic survey was extended to 200 students engaged in skilled-trades programming as of

January 2019. Of the 200 invitations, there were 45 undelivered emails, and a further 40 students chose to participate in the study.

As referenced, throughout my data analysis, I determined that in-person interviews would be of value to review prevalent themes while affording the opportunity for stakeholders to share additional details specific to the topic of study. During the spring of 2019, invitations were extended to the 40 student participants who were engaged in the survey study during winter

2019. Less than half of the 40 students were still on campus completing their training resulting in

120 limitations due to their personal and professional schedules. In total, eight students expressed an interest in meeting for in-person interviews. The invitation was accepted by seven electrical and one heavy-duty mechanical student. Over a six-week period, a total of three out of the eight students were able to coordinate work, school, and personal schedules, to engage with the in- person interviews. Students who were not able to meet for the in-person interview emphasized that they had shared a great deal during the on-line survey and felt that their written comments captured their opinions, related concerns, and questions. Although these research participants did not provide additional input via an in-person interview, each individual briefly provided follow- up comments. Across the supplemental input from these student research participants (n=5), there was a consistent emphasis on program credits and credentials in the trades, and a resounding appreciation for the consideration of expanded programming supporting career mobility. Similar additional data was received directly from those students who participated in the in-person interviews, which led to my deeming a saturation point had been reached (n=3).

In addition to the alumnus/alumna/student research participants, invitations to participate in the research study were extended to non-student research participants between the fall of 2018 and the spring of 2019. The fall 2018 email invitations to participate in the research were extended to 20 non-student stakeholders. The non-student stakeholders included educators and representatives from community service agencies, industry, and government. Out of these 20 stakeholders, there were 17 respondents who chose to participate. In early 2019, invitations to participate in the research study were extended to an additional 20 industry representatives who held an association with the host institution. Out of these 20 non-student stakeholders, eight individuals chose to participate. Through the data analysis, I determined that in-person interviews would again add value by reviewing data and themes as presented through the survey

121 data. During spring 2019, invitations were extended to the 25 non-student research participants to engage in an in-person interview. Of the invitations extended, three non-student stakeholders accepted the offer to meet for an interview. The data offered during the in-person interviews complemented the findings presented via the electronic survey, with the added distinction of having direct and concise verbal acknowledgment of the importance and urgency of recognizing credentialed skilled-trades as a formal field of academic study.

Table 3.1 Summary of Invitations Issued and Responses Received from Research Participants

Alumnus/ Student Research Participants Academic Semester Number of Invitations Number of Responses and Year Extended Winter 2018 400 60 Respondents 70 Undeliverable Invitations Spring 2018 109 15 Respondents 25 Undeliverable Invitations Fall 2018 106 37 Respondents 20 Undeliverable Invitations Winter 2019 200 40 Respondents 45 Undeliverable Invitations Spring 2019 40 8 Responded to Interview Invitation In-Person Interviews 3 Were Available Non-Student Research Participants Academic Semester Number of Invitations Number of Responses and Year Extended Fall 2018 20 17 Respondents Winter 2019 20 8 Respondents Spring 2019 25 3 Responded to Interview Invitation In-Person Interviews 3 Were Available

3.11 Developing the In-Person Interview Tools

The in-person interviews for the alumnus/alumna/student respondents extended over an average of 45 minutes and followed nine semi-structured questions. The semi-structured questions were formed based on the analysis of the survey data, with a focus on gleaning further

122 insight into needs, concerns, influencing variables, and themes. Given the semi-structured interviews, questions were posed to prompt discussion allowing for the sharing of personal insight and information from the interviewees. During the final phase of the in-person interviews, there was an opportunity to summarize the discussion, which provided the interviewee with a platform to make any additional comments or expand upon details. This format also provided the interviewee with an opportunity to reassess or re-interpret responses during the conclusion. The opinions, needs, opportunities, and questions as presented by the research participants during in-person interviews complemented the survey data and reinforced the findings. As these in-person interviews yielded valuable input confirming the survey findings, an extension to the in-person data collection was not necessary. The interview data provided additional and consistent insight into alumnus/alumna/student considerations, reinforcing concerns and perspectives pertaining to trades programming, entrepreneurial and business programming, support and resource considerations, and credentialing. The semi- structured in-person interview questions included:

Table 3.2 Alumni/Student in-Person Interview Questions

1. Do you mind providing your perspective on the need and value of college credits

and credentials for trades students? Is this important? Can you also share how you

feel about transfer credit and do you have aspirations to pursue further education?

2. What do you envision the trades sector will look like in the future and what skills

will be important?

3. What do you know about entrepreneurship, small business, and the trades?

4. What do you envision would influence your decision to become an entrepreneur or

business owner?

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5. What is the value of pursuing your Red Seal and do you envision any challenges or

barriers?

6. What can the college and community do to support students interested in expanding

their careers in the trades?

7. Do you envision trades programming could or should include additional areas of

study?

8. Do you see the value of learning of business or other skills while studying your

trade; if so, what does the program look like for you?

9. The following course topics have been identified as of interest to trades learners, do

you have any comments:

1. Budget Management 2. Negotiating and Preparing Contracts 3. Project and Contract Costing 4. Project Management 5. Marketing - Your Company and Services 6. Communication Skills 7. Small Business Management 8. Day to Day Operations of a Business 9. Legalities of Business 10. Regional Business Development 10. Do you have other comments or suggestions specific to trades careers and college

programming?

A similar process was followed for the non-student stakeholders with the in-person interviews providing research participants with the opportunity to expand upon their perspectives and recommendations specific to educational programming in the trades. Out of the stakeholders who chose to participate with the in-person interviews (n=3), there was an educator, government representative, and a community-service agency representative. The in-person interview data

124 directly aligned with the findings presented via the online survey. These in-person interviews were informal and guided by semi-structured open-ended questions.

Table 3.3 Non-Student in-Person Interview Questions

1. From your perspective what is the need and value of college credits and credentials

for trades students? Is this important?

2. Do you think there is value in offering trades students the opportunity to access

entrepreneurship, small business courses? Why?

3. What supports do you envision students could benefit from as they pursue careers

and specifically a business venture in the trades.

During the first in-person interview, I identified the value of expanding upon the primary questions which resulted in a total of five overarching in-person interview questions.

4. What community supports or resources could support trades, small business and

entrepreneurship programming and regional development?

5. What does the present entrepreneurial ecosystem look like in our region?

These primary interview questions provided the platform for discussion and observation specific to the value, opportunities, challenges, barriers, needs, and support considerations for interdisciplinary trades programming from the non-student stakeholders' perspective. The semi- structured in-person interviews were extended over a period of 60 minutes. The individual narratives provided insight into the motivating factors and limitations noted by stakeholders, while also offering direct insight into opinions towards interdisciplinary programming from the context of their professions and lived experience. The in-person interview data expanded upon the survey findings by providing specific details of significance to this study.

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3.12 Data Analysis

Given the structured format of the electronic survey, the quantitative data presented by both the alumni/students and the non-student research participants were imported into an Excel workbook as a practical and viable data management tool. In addition, the data from the 21 alumni/students paper-based surveys were manually uploaded into the Excel management tool.

Once the data from both surveys were imported into Excel, formulas were embedded for the purpose of tabulating summative frequencies, and data were converted into graphs suitable for analysis and the presentation of the findings. As achieved through the survey study, the summative data provided insight into the valuation of the skilled-trades, levels of interest, need, and demand specific to curricula, supports, resources, and credentialing specific to the skilled- trades presented by the research participants. The data also offered insight into educational and career motivations of alumni/students, of significance when contemplating program development to enable advancement and mobility. With respect to non-student research participants, the summative data provided insight into the level of existing support for the skilled-trades, needs, and opportunities specific to valuation, curricula, student resources, and perceived barriers for industry and learners.

The qualitative data from both surveys submitted by the research participants were compiled as presented. Using Excel as a data management tool, the qualitative data were thematically coded presenting expanded details and themes. The thematic coding and presentation of the qualitative data were deemed pertinent in representing the research participants' lived experiences, including opinions, needs, interests, and relevant concerns. The participants' directness and honesty were appreciated, providing invaluable insight into the context of their experiences. The qualitative data received throughout the study by both the

126 alumni/students and the non-student research participants provided a meaningful thematic analysis (Shank, 2006). The thematic data provided insight into stakeholders' overall needs and the opportunity to review regional considerations against relative pan-Canadian reports and studies.

The qualitative responses from the surveys and in-person interviews were cross-referenced in order to fully understand the phenomena, which provided further details regarding needs and opportunities specific to trades education. Individual narratives emphasized motivating factors and/or limitations as identified and experienced by the research participants. During the final stages of the study, data analysis of primary and secondary data was crucial to further assess the conceptual framework for interdisciplinary skilled-trades education. The analysis of the primary data resulted in enhancements and an expansion of the conceptual framework for interdisciplinary skilled-trades education. The enhancement of the framework involved the realignment and consequent placement of the community college, while positioning the institution at the point of convergence of the various influencing variables. This adjustment results in the institution holding the primary role of promoting, supporting, and facilitating linkages and advancement of the influencing variables while ultimately enabling the operationalization and formalization of interdisciplinary programming in the skilled-trades. Throughout the data analysis, a refined conceptual framework emerged, including key elements required to inform and support the advancement of interdisciplinary programming within the regional ecosystem, as outlined in

Chapter Seven.

3.13 Trustworthiness, Credibility, and Validity

The credibility and validity of this research are determined by “the degree in which it measures what it is supposed to measure” (Pallant, 2011, p. 7). The research data provided

127 insight into the phenomena, with opinions and perspectives gained from multiple stakeholders directly engaged in the topic of study. The study also involved a rigorous commitment to acquiring data over an extended duration of time from numerous research participants who held first-hand experience and knowledge of conditions and circumstances pertaining to the current environment of trades training. Data directly garnered from individuals who study, live, and work within the context of the phenomena is invaluable and critical to understanding the full context of present-day conditions and needs.

Regarding trustworthiness, “the trustworthiness of content analysis results depends on the availability of rich, appropriate, and well-saturated data,” which this study achieved (Elo et al.,

2014, p. 8). Credibility and trustworthiness of the study is also a critical consideration with respect to data management. With survey research, data is traditionally collected and tabulated using technology to reduce error or misinterpretation of data, which was the practice deployed in this study. The survey data was collected over an extended period of time involving research participants at various stages and levels of trades training. The prevalent themes presented through the survey data remained consistent across all periods of the study and were reinforced through the in-person interviews. The in-person interviews were thoughtfully scheduled during the data review phase to review dependability and reliability. The in-person interviews confirmed prevalent themes and ultimately reinforced the trustworthiness of the primary survey data. The cross-referencing of the survey and in-person interview data substantiated the opportunities and needs specific to the phenomena. All qualitative data and comments derived from the survey and in-person interviews were recorded and protected in their original form to retain data integrity.

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This research study concentrated on the skilled-trades with the commitment of adding credible data of value to a limited body of knowledge. I anticipate that the research findings, trustworthiness, and relevancy of the data will facilitate timely curricula development and adjustments to current skilled-trades programming.

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FINDINGS FROM ALUMNUS/ALUMNA/STUDENT RESEARCH PARTICIPANTS

4.1 Introduction

This chapter is dedicated to reporting out research findings presented by alumnus/alumna/student research participants. The research survey coupled with optional in- person interviews provided research participants with a platform to share their perspectives on training and education in the skilled-trades, emphasizing expanded curricula and credentialing.

The alumni/students offered valuable insight into the conditions and emergent themes relevant to interdisciplinary trades education.

4.2 Profile of Alumnus/Alumna/Student Respondents

A total of 152 alumni/students chose to participate in the research study, sharing their insight and views on the research topic (N=152). The respondents were comprised of 7% alumni20, 56% foundation students, 6% foundation graduates, and 31% apprentices. The majority of the research participants were male, corresponding with historic enrolment trends of the skilled-trades programming at the host institution. In total, 83% of the participants identified as male, 16% female, and 1% of the research participants opted not to specify their gender. The majority of respondents (61%) identified as being 25 years of age or younger; 27% identified as being between the ages of 26 and 35; 6% identified as being between 36 and 45; 6% identified as being over the age of 45; with one research participant not declaring their age.

4.3 Respondent’s Intent and Motivation to Acquire Red Seal

Out of the 152 alumni/students, a high percentage of the participants confirmed that their primary intent for enrolling in trades training was inspired by the ambition to acquire their Red

Seal designation. A total of 10 of the Alumni/Students identified as already having their Red

20 Alumni are trades learners who have completed their apprenticeship training and who identified as holding their Red Seal.

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Seal, with 131 of the remaining participants indicating that they held the goal of completing their apprenticeship training and achieving their Red Seal designation (92%). With reference to the remaining eleven students who did not directly respond to this query, seven of them submitted written comments. The written submissions outlined determinants influencing their training completion, which included no access to apprenticeship training within their region, limited access to apprenticeship sponsors, and references to the fact that trade designations are not mandatory and thus not a requirement for working in British Columbia.

Research participants specifically stated that “If there was an opportunity to apprentice in my local region, then I would strongly consider acquiring my Red Seal.” Another noted that, although they chose to pursue a career in the trades, their particular profession does not require certification or a Red Seal. Specifically speaking to British Columbia, learners referenced the lack of compulsory trades, with students submitting “I don’t need the ticket to work in industry”;

“I am not sure if I need it”; and “I need to get a job and then I will decide as it’s not really a requirement to get work” (Alumni/Students, 2018-2019). The references by alumni/students to the uncertainty about completing their apprenticeship training raises concerns regarding the perceived valuation of the journeyperson's designation in British Columbia. The research participant comments attest to similar observations expressed by the British Columbia Federation of Labour. The lack of compulsory trades in B.C. has been noted by industry as one of the main factors influencing the low provincial apprenticeship recruitment and completion rates (BCFED,

2017).

Respondents also expressed how they have limited options for completing their apprenticeship and pointed out that, “There is no place on Vancouver Island to continue with my training.” Employer sponsorship was another common concern, with participants emphasizing

131 that their continued training is reliant upon their ability to establish “access to a sponsor” within the region.

Although 92% of the research participants confirmed their intent to acquire their Red Seal, it is worth noting that over 56% of the respondents were in the early phase of their skilled-trades training and related career pursuits (n=142). The expressed ambitions of the learners are certainly encouraging, yet the level of motivation amongst the research participants differs significantly from apprenticeship completion data documented by the Canadian Apprenticeship Forum (CAF,

2019b). The forum indicated that B.C. holds the second-lowest completion rate in the country at

46%, falling below the national average of 51-52%. As this study and secondary data illustrate, the high level of articulated intent amongst research participants in their early stages of training warrants further attention based on reported learner progression and apprenticeship retention rates. The opportunity for the enrichment of trades training is upon us, and industry in the host region have declared for years that apprentices’ motivation levels and commitment to completion decline significantly as they become active members of the workforce.

Canada’s Building Trades Union (CBTU, 2019) stated that recruitment and retention of apprentices are influenced by: quality of education; alignment of training and resources with industry needs; ease of access to training; pathway programming for youth; scholarships, bursaries; and mentorship programs complete with related supports. As this study concentrated on the motivations and interests of alumni/students specific to trades training, designations, credentials, and the desire to acquire competencies specific to business and entrepreneurship, there were no particular questions posed regarding apprenticeship retention. Yet, the research participant responses pertaining to the value of adding course content to existing trades

132 programming have provided insight into learner needs and interests, which could ultimately influence retention and recruitment.

As referenced, this study illustrates a high level of motivation amongst the research participants as they aspire to complete their trades training while achieving their Red Seal designation. This input heightens the importance of serving students through educational training and programming that responds to learner needs and ultimately promotes apprenticeship completion. It is vitally important to understand learners’ needs and interests at the regional level and how higher education can best support trades learners as they sustain their commitment to training, education, and their chosen careers. The survey findings coupled with industry-based data provoke research priorities specific to the implementation of interdisciplinary skilled-trades programming, apprenticeship recruitment, retention, and completion, in addition to policy and labour market development.

4.4 Motivation to Pursue Training in the Skilled-Trades

When alumni/students were asked to identify the reasons/motivators for pursuing training in the skilled-trades, 89% of respondents indicated that the potential to achieve a good income was the main motivator (N=152). This was followed by personal and professional goals, accessibility to training, availability of jobs, and the opportunity to work in a rewarding sector.

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Figure 4.1 Main Motivators/Reasons Students Choose the Skilled-Trades

Alumni/students also conveyed through written submission what they identified as attractive attributes of careers in the skilled-trades. The comments were compiled and thematically coded, resulting in six prevalent attributes as identified by alumni/students (n=119). The most prominent attribute was that of creating, constructing, and carrying out physical work (30%), followed by a career that affords diversity, flexibility, and overall job satisfaction (26%), accompanied by having the ability to make a good income while establishing a rewarding career (26%).

Figure 4.2 Attractive Attributes of a Career in the Skilled-Trades

Attractive Attributes of a Career in the Skilled-Trades (n=119)

9% Creating With Hands/Physical 5% Work 4% Diversity/Flexibility/Satisfactio 30% n of Work Income and Rewarding Employment 26% Reasonable Cost of Trades 26% Training thus Entry into Sector Self Employment

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The qualitative data broadened the understanding of influencing factors from the vantage point of alumni/students. The combined data illustrated how the pursuit of training and careers in the skilled-trades is not solely formed by professional aspirations but also personal preferences and needs. The data highlighted the importance of income while emphasizing a regard for the sector in relation to personal and professional needs, availability of local training and employment, and additional unique attributes related to employment diversity and flexibility.

4.5 Valuation of the Skilled-Trades

Throughout this study, alumni/students shared their perspectives about the public’s general valuation of trades programming and the Red Seal designation. In total, 23% ‘strongly agree’ with the statement that skilled-trades programming and Red Seal qualifications are valued by the general public, followed by 52% who ‘agree’ with this statement. While 15% selected a ‘neutral’ response, 9% identified that they ‘disagree’, and 1% ‘strongly disagrees’ (N=152). When participants were asked whether skilled-trades programming is held in the same regard as an academic college certificate or diploma programs, 15% selected ‘strongly agree’, 36% ‘agree’,

18% ‘neutral’, 24% ‘disagree’, with 7% ‘strongly disagreeing’. The responses depicted how over half of the participants held an opinion that trades training is considered equal to an academic college certificate or diploma. However, there was a noteworthy level of uncertainly and disagreement that trades programming is viewed as being equivalent to common academic college credentials.

Accompanying written comments were submitted, which encapsulated a range of issues as outlined by alumni/students. The data provided first-hand insight into concerns and the perceived state of trades training for individuals involved in this study, with the following being the most descriptive submissions. Participants stated that the “Trades should be recognized and it’s so

135 disappointing that they are not.” Frustration was evident across a number of submissions which included “Why can’t trades training be valued like other college programs?”; “I find it so disrespectful.”; and “Education is education, we should be treated like all college students.”

These strong opinions regarding recognition of trades programming became even more complex when research participants expressed a lack of awareness of the existing trades programming model, as evident through the following statements, “I am confused and don't understand why not?”, and “I am not clear as to whether there is certification, what is my credential - the Red

Seal?” More candid comments were made regarding the comparison between trades programs and common college level programming; “My program is as challenging as any other college program.” Research participants referenced their ardent commitment to their trades training while noting that the lack of formal valuation of their skilled-trades may be a limiting factor; “As

I build my career this is a challenge.”; “Strongly disagree that it is recognized at the level it should be – look around, why?”; ”Frustrated by this.”; “Just want to complete my training but am concerned.”; and “Why is my program not valued the same?” These queries are compounded by disheartening questions that learners engaged in skilled-trades training are feeling obligated to include “Why are trades disrespected?”

The research participants' comments are compelling, with statements and questions demonstrating diverse concerns, which heightens the urgency for trades-based program advancement. The expressed trepidations regarding credibility and overall perceived valuation of the skilled-trades signify and proliferates the need to explore progressive solutions that reflect the best interest of skilled-trades learners with the aim to promote the longevity of the skilled- trades in the host region.

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4.6 Value of Academic Credits in the Skilled-Trades

When participants were asked about the importance of academic course credits being associated with foundation and apprenticeship training, 61% submitted that the allocation of academic credits to trades programming is important; 18% submitted that they were not sure;

11% stated that academic credits are not important; and 10% stated that the Red Seal designation is enough (n=124).

Figure 4.3 Importance of Credit Allocations Across Foundation and Apprenticeship Programs

Importance of Credits Across Foundation and Apprenticeship Programs are Deemed of Importance (n=124)

10%

18%

61% 11%

Yes No Not Sure Red Seal Documentation is Enough

Written qualitative submissions accompanied the quantitative responses portrayed the degree of awareness regarding course credits and personal opinions regarding credit assignments spanning trades training. Respondents revealed thoughtful perspectives, which are best represented in their complete written form (n=12). Submissions addressed considerations specific to the commitment to training and “If you know the trade and pass the testing and have the hours, then what makes someone who spent more time in a classroom any better than you?”

With others stating that credentialing is important as “It means they already know their stuff.”

Credentialing is of value for learners as it “Gives them more experience and recognition.”

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Equity, in comparison to standard college programming was reinforced with statements such as

“We should get credits, other programs do.” and “Yes, they [credentials] are needed to recognize course completion and experience.” Research participants also specifically expressed their opinions as it pertained to transferability as “It wouldn’t hurt if the particular curriculum in transferred to a degree program or courses.”; “It can help further training, this is a college program.”; “Large companies react more to academic credentials than foundation/apprentice training.”; and “Yes, because if they want to change their profession, they have academic credits already.” From the research participants’ perspective, there is no need for delay given that,

“Within the Red Seal educational programs there is plenty of opportunity to grant successful candidates credits for math, drafting, project management, etc., doing so will give credit where it is due.”; “When I took my foundation courses, I was not awarded a Level 1 recognition.

Currently, they recognize the foundation course as a Level 1. Step in the right direction.

Accreditation is also crucial. Nine months of training should amount to something.” Additional comments spoke to concern for the disregard of the skilled-trades, “Not doing so invalidates a lot of hard work students put into passing.”

More specifically related to the survey questions which referenced course credits, there was a decline in total responses (n=124) which may be due to the evident confusion amongst the research participants in distinguishing academic credits from trade certifications. Out of those participants who chose not to respond directly to the question, a few elected to submit written comments (n=16). The submitted comments indicated varying degrees of confusion, along with the expressed desire for further information, with the data outlining a diverse range of awareness and frustration. The discourse regarding credentialing in the skilled-trades is worthy of

138 consideration when envisaging relevant and timely methods of acknowledging training and educational accomplishments of trades learners.

4.7 Academic Mobility in the Skilled-Trades

When asked if there was value in trades professionals holding their Red Seal, in addition to a college credential, 78% of the respondents noted ‘yes’, 7% ‘no’ and 15% ‘maybe’ (n=116). In addition to quantitative survey responses pertaining to the value of holding a Red Seal and a college credential, research participants also submitted comments emphasizing how credentials are beneficial for career advancements and increased earning potential (n=56).

When research participants were asked to respond to whether there was value in trades graduates having the option of transferring their courses and credits to further their education,

124 of the 152 participants responded. The quantitative data indicated that 70% of the research participants saw value in having the option to transfer courses and credits, while 6% did not see the value, and 24% were not sure (n=124).

Table 4.1 Value of Transferring Courses and Credits to Further Education

Value of Having the Option of Number of Percentage of Transferring Courses and Credits to Respondents (n=124) Respondents Further Education Yes (there is value) 87 70%

No (there is no value) 7 6%

Not Sure (if there is value) 30 24%

The query specific to course credits and transferability also yielded written responses which depicted a range of opinions, interests, and needs. A total of 46 research participants chose to submit written comments which were thematically coded, revealing four general perspectives with a distinct reference to credentialing: Credentials Enable Career Advancement and

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Diversification (41%); Trades Training Should Be Recognized, Higher Education is Important

(28%); Credentials are Important for Further Education and Provide Trades Learners with

Options (22%); and Credentialing is Needed Yet How Can This be Achieved (9%). These survey submissions outlined participant perceptions and awareness of course credits in relation to credentialing. The most prevalent theme was the value of holding a credential to enable career advancement and diversification. Of the 9% of the respondents who noted that formalized credentials are necessary but questioned if this was achievable, three of these participants proclaimed that the present model and the lack of formal credentialing is deemed disrespectful.

This lack of formality was noted as the cause of frustration and was perceived to diminishes the potential for the trades to gain credibility as college programming.

4.8 Value and Motivation to Pursue Entrepreneurship and Business Programming

Research participants were asked to provide input specific to the inclusion of entrepreneurial and business programming for the skilled-trades. Out of the research participants who responded (n=139), 91% indicated that there is potential value for related programming. In total, 74% indicated ‘yes’ and 17% indicated ‘maybe’, while 9% noted that there is ‘no’ value.

The remaining 13 research participants from the total study group (N=152) submitted written comments reflecting that they had no idea whether there is value in accessing business or entrepreneurship courses, while emphasizing that their current focus was on completion of their trades apprenticeship training.

In seeking further insight into entrepreneurial motivations and interests, participants were specifically asked if they would choose to pursue trades-related small business/entrepreneurship courses or refer such programming to others. In total, 73% stated they would pursue additional programming, while 27% indicated they would refer the programming to others (n=127).

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Amongst the research participants who did not directly respond to this survey question (n=25), a select few submitted written comments outlining why additional programming may not be of interest to them personally (n=15). Their insightful comments referenced a focus on their existing programming and concern towards change: “I just need to finish my trades training.”; ”I can’t afford to consider this.”; ”Retain trades programming and don’t add more requirements, these are demanding programs, and between our College training and the industry Work-based

Training hours, taking on more would be a bit overwhelming.” and “You will only dilute the current material and reduce the effectiveness of the trades education.” Practical advice was shared with the recommendation that learners need to complete their core trades and then the college can “Focus on funding modern technologies, business later.” Research participants were upfront in stating that it is “Too early in the course to objectively apply this survey.” and “I don't know. I'm not even sure what an entrepreneur is.” For a few research participants, the research topic was beyond their present priorities as they noted, “I am interested however I really don’t know how to respond.”; “In the future I will explore but for now I have to focus on my training.”; “I think this would be suited to me however it’s too early to know.”; “This is interesting however not sure if it’s for me but I will continue to complete the survey to the best of my ability.”

Respondents also expressed written confirmation that they held the opinion that expanded competencies would be of value, yet identified needing more experience to directly comment on related development; “This makes sense but I can’t speak to this as I don’t have a broad enough understanding of my options in the trades.”; “I know that is the way of the future but it’s too soon for me.”; “I know of others who are doing really well but this is so new.”; and “I am glad this is coming up and I wish I could provide more input but I am just learning.”

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Amongst the alumni/students who responded to the quantitative questions regarding their interest in pursuing business and/or entrepreneurial programming (n=127), additional comments were also submitted (n=82). When thematically coded, these written submissions resulted in four prevalent themes, depicting the perceived valuation of business and entrepreneurship programming.

Table 4.2 Value of Entrepreneurship and Business Programming in the Skilled-Trades

Value of Entrepreneurship and Business Number of Percentage of Programming in the Skilled-Trades Respondents Respondents (n=82) More Knowledge Is Beneficial and Raises Confidence 40 49% Programming Will Inform Awareness of Entrepreneurship and Business 28 34% Programming Provides Options for Career 11 Diversification 13% Programming is Relevant to Regional Economies 3 4%

The input level was consistent amongst the research participants who were inclined to answer entrepreneurship and business-related questions. Survey data included the research participants’ perspectives regarding what they envision they may need if they chose to pursue business ownership or entrepreneurial ventures. Priority needs were submitted and ranked as per a Likert scale. The top-ranking considerations were access to financial expertise, followed by specialized trades-based entrepreneurship and business education (n=127).

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Figure 4.4 Resources and Supports of Value to Trades Learners as Emerging Business Owners and/or Entrepreneurs

Resources and Supports of Value to Emerging Business Owners and/or Entrepreneurs (n=127)

Access to Business/Entrepreneurship Courses 65% Exposure and Engagement with Trades Business Leaders 67% Opportunity to Gain Advice on Business Ideas 67% Access to a Business Support Network 67% Access to Product Development Expertise 68% Access to Specialized Trades Specific Courses 79% Access to Financial Expertise 80% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

The data has highlighted an opportunity and need for baseline supports and resources specific to business development and entrepreneurship at a sectorial level. Supports and resources of value to learners as they gain a greater understanding of business and entrepreneurship in the skilled-trades, which could ideally be fostered through networks of knowledge exchange and mentorship powered by students, alumni, educators, industry, business experts, and entrepreneurs.

4.9 Entrepreneurship and Business in the Skilled-Trades

Written submissions depicted how there were varying levels of awareness amongst research participants regarding business and entrepreneurship in the skilled-trades. The survey study did not explicitly articulate a differentiation between business and entrepreneurship, yet participant comments highlighted the need for such insight. With one specific comment standing out, as presented by an alumnus/alumna/student who stated, “I'm not even sure what an entrepreneur is.” Others alluded to being unsure whether business and entrepreneurship programming would be of any value to them in the future.

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When participants were asked to provide an opinion of whether small businesses are important to regional and rural economies, 91% of the respondents replied ‘yes’, 8% stating

‘maybe’, and 1% said ‘no’ (n=125). One respondent stated, “They are kind of the foundation of civilization” (Trades Student, 2018-2019). Although the overall survey results indicated that a few research participants were not clear about the topic of entrepreneurship and business, or exactly how business or entrepreneurship related to trades training, it is worth noting that participants expressed respect for the role that small businesses hold in their communities. This awareness was evident through the relative comments they submitted which included, “Many small businesses will prevent corporate conglomerates. They also encourage more personal interaction with customers and their communities”; “They stimulate the local economy in many ways. Providing for fellow community members, which allows the community to prosper”;

“They provide a familiar feeling of patronage along with local expertise and help to develop communities.” All comments submitted (n=98) were compiled and resulted in three obvious themes. The responses are a testament to the level of awareness and recognition of small businesses in their regional economies amongst alumni/students.

Table 4.3 Importance of Small Business to Regional and Rural Economies

Importance of Small Business to Regional and Rural Number of Percentage of Economies Respondents Respondents (n=98) Create Employment, Stimulate Local Economy, 57 58% Innovation and Development Small Businesses Are Important and Support 30 31% Employees and Community Provide Options for Diversification and Reduce 11 11% Reliance on Large Companies

Research participants also submitted input with respect to whether small businesses and/or entrepreneurial ventures provide for a good income. In total, 66% indicated ‘yes’, 33% indicated

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‘maybe’, and 1% responded ‘no’ (n=122). This quantitative data were complemented by further statements from participants (n=10) who did not answer the primary question, but none-the-less, submitted comments with the following being the most descriptive: “I need more information.”;

“Need more experience to comment.”; “Would like to learn if this is so.”; “I have nothing to base this on.”; “I have never looked into it, so I do not know.”; and it “Depends how hard you work”.

With respect to regional economies, over 83% of the research participants submitted that skilled- trades professionals prefer to remain in their home region if employment or contract opportunities exist, while 16% indicated ‘maybe’. When combined, a total of 99% of the alumnus/alumna/student respondents indicated a likely preference to holding an attachment to regional employment or contracts versus working beyond their home regions (n=130).

From a regional development perspective, this is useful information pointing to the potential for the advancement of self-employment as a career option for skilled-trades professionals. In total, 79% of the alumni/students indicated that they have contemplated or may consider starting their own business in the future, and 21% stated that they have never considered starting their own business. Following the topic of business ownership, 8% of the participants indicated that they currently own or have previously owned a business, while 92% stated that they have never owned a business (n=120). Of these respondents, 57% indicated that they have family members who own or have owned their own business across sectors and industries, which have included logging, fishing, oil and gas sector, developing specialized products, real estate, sawmill, art, vacation rental, upholstery, plumbing, carpentry, roofing, heating, international construction, drywall, organics, home repair, refrigeration, service sector, and landscaping

(n=120).

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Although queries regarding entrepreneurship and business skills in trades did not draw responses from the entire research group, the data outlined a general awareness for business and entrepreneurship in skilled-trades. The respondents communicated an appreciation for business and entrepreneurship as a catalyst to regional development, fostering regional employment, innovation, and diversification. Raising the level of awareness amongst trade-learners about business and entrepreneurship competencies and how related skills pertain to the rapid and dynamic evolution of trades in the 21st century could prove beneficial in promoting long-term education career planning.

4.10 Barriers to Starting a Business or Entrepreneurial Venture

When asked to identify potential barriers to starting a business or entrepreneurial venture as a skilled-trades professional, research participants (n=128) ranked perceived barriers, with the top three being: access to financial resources; understanding markets; and holding relevant business knowledge and experience.

Table 4.4 Top Ten Barriers to Starting a Business or Entrepreneurial Venture

Top Ten Barriers to Starting a Business or Number of Percentage of Entrepreneurial Venture Respondents Respondents (n=128) 1 Access to Financial Resources 106 83% 2 Understanding of the Market 102 80% 3 Level of Business Knowledge and Related 100 78% Experience 4 Access to Needed Equipment 93 73% 5 Level of Confidence 92 72% 6 Access to Shop Space 91 71% 7 Access to Applicable Loans and Grants 88 69% 8 Access to and Ability to Secure Contracts 88 69% 9 Access to Relevant Education and Training 86 67% 10 Access to Company Pension or Benefit Plan 85 66%

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Respondents did not indicate that access to relevant business and entrepreneurial training and education was a primary barrier. However, they had identified that not holding relevant knowledge and experience would be one of the top three limiting factors. Across the spectrum of alumni/students who responded to this specific question, 66% also chose to provide written submissions that reinforced overarching barriers from the perspective of becoming future business owners and entrepreneurs.

Figure 4.5 Potential Barriers for Business Owners and Entrepreneurs in the Trades

Potential Barriers for Business Owners and Entrepreneurs in Trades (n=85)

Financing and Marketing 12%

Establishing and 18% 46% Maintaining Client Base Securing and Managing Contracts 24% Confidence and Supportive Networks

The data illustrated that the most prevalent barrier is business financing and resources specific to knowledge of markets and the act of marketing. Both the quantitative and qualitative data emphasized considerations related to the need for relevant business and entrepreneurial knowledge. The supplemental qualitative submissions also included a reference to needing the ability to secure and manage contracts of varying scope and scale and the capacity to build and manage a business.

4.11 Influencing Factors for Individuals Pursuing Additional Training

Alumnus/alumna/student research participants (n=126) documented the top four factors influencing their decision to pursue additional training are: cost of training (85%); location of

147 training (85%); relevant course curricula (84% ); and relevant trades and business expertise of the instructor/s (84%). Additional influencing factors were ranked as follows: schedule and format of the training program (79%); relevancy of education with respect to regional labour market (77%); followed by credentialing (71%).

Figure 4.6 Influencing Factors for Individuals Pursuing Additional Training

Influencing Factors for Individuals Pursuing Additional Training (n=126)

Whether the Training Leads to a Formal College Credential 71% Relevancy of Education to Regional Labour Market 77% Schedule and Format of the Training Program 79% Related Trades and Business Expertise Of The Instructor/s 84% Course Content/Curriculum 84% Location of the Training Program 85% Cost of Training 85% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Disagree or Strongly Disagree Neutral Strongly agree or Agree

The data from alumni/students substantiates the importance of developing relevant curricula, confirming and profiling faculty expertise, and thoughtfully investing in programming logistics to include program delivery location, costing, scheduling, and authenticity of credentials. The data depicts that educational pursuits are influenced by multiple variables, which urges higher education to recognize the needs and opportunities while committing to meeting the existing and future workforce needs.

4.12 Curricula Complementing Skilled-Trades Programming

Alumni/students were asked to identify what additional course content would be of value in college-level trades programming. Participant responses illustrated a distinct theme of

148 uncertainty and six primary areas of instructional interest (N=152). In total, 34% of the participants expressed uncertainty towards additional course content; 14% suggested that expanded curricula should include business and entrepreneurship courses; 13% identified the need for instruction and supports specific to career readiness and employment transition; 12% submitted the need for course instruction specific to technological advancements; 8% outlined the need for increased applied learning; 7% requested expanded core trades content; and 1% requested mathematical upgrading (N=152). Beyond these recommendations, 11% of the total respondents indicated that no additional content is necessary.

Figure 4.7 Additional Course Content for Inclusion in Existing Trades Programming

Identified Additional Course Content for Inclusion in Existing Trades Programming (N=152)

Expanded Core Increased Applied Mathematical Trades Content Courses Learning 7% 8% 1%

Maintain Programming Other (requested with No Additions more information) 11% 34%

Advanced Technological Training 12%

Business and Employment Entrepreneurship Readiness and Courses Transition 14% 13%

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When alumni/students were asked to indicate which specific business and entrepreneurship courses should be included in an expanded trades program, they ranked the top 10 course topics as: budget management; negotiating and preparing contracts; project/contract costing; project management; marketing – company/services; communication skills; small business management; business legalities; and regional business development (n=122).

Table 4.5 Recommended Courses for Inclusion in Expanded Programming

Recommended Courses for Inclusion into Number of Percentage of Expanded Trades Programming Respondents Respondents (n=122) Budget Management 98 80% Negotiating and Preparing Contracts 96 79% Project/Contract Costing 96 79% Project Management 95 78% Marketing - Company and Services 90 74% Communication Skills 90 74% Small Business Management 89 73% Day-to-Day Operations of a Business 89 73% Business Legalities 89 73% Regional Business Development 89 73%

These top ten course topics as identified are common to business operations while also being applicable to the advancement of entrepreneurial ventures. Other topics directly relevant to entrepreneurship included product development and patent development/licensing, which were ranked as important by 60% of the research participants (n=122). Also, worth noting was the ranking by alumni/students of course content specific to working with others, writing, presentation, and computer skills (Figure 4.8). A conservative number of respondents (n=10) submitted written comments stating that they do not envision a need to pursue additional courses specific to these topics, as related instruction is often integrated into their current program. This opinion is not consistent with pan-Canadian data, which points to the need for increased employability and essential workplace skills spanning all sectors, including the skilled-trades.

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Figure 4.8 Course Content of Value in Expanded Trades Programming

Course Content of Value in Expanded Trades Programming (n=122) 90% 80% 79% 79% 78% 80% 74% 74% 73% 73% 71% 73% 73% 70% 66% 66% 63% 61% 59% 61% 60% 61% 60% 48% 50%

40%

30%

20%

10%

Strong Agree or Agree Disagree or Strongly Disagree Neutral

In addition to providing input regarding the above-referenced course content, alumni/students also elected to submit their perspectives related to current curricula needs

(n=34). These written submissions revealed an emphasis on deficiencies in existing trades curricula. The qualitative data represented perceived gaps associated with existing trades training, highlighting clear educational priorities which fall within the realm of transferable employability skills. These thoughtful submissions illustrated expanded expectations of trades learners and their observations regarding changes spanning the skilled-trades sector. The data aligned with four distinct curricula priorities which included: business applications in trades

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(26%); instruction specific to employment transition from school to work (26%); curricula associated with technological advancements in the trades (24%); and up-to-date trades curricula aligned with modern applications and equipment (24%). These personalized submissions represented research participants’ perspectives while exuding a commitment and appeal to developing and acquiring relevant and transferable skills deemed important to the skilled-trades.

4.13 Programming Considerations

Alumnus/alumna/student respondents (n=144) outlined their motivation to pursue business and/or entrepreneurial courses based on course format. In total, 44% stated they would pursue programming if scheduled throughout the year. This was complemented by 50% of the alumni/students expressing their interest in pursuing business/entrepreneurship courses if there was an association to formal credentialing.

Table 4.6 Motivation to Pursue Business and/or Entrepreneurial Courses Based on Format

Pursuit of Trades Specific Business and/or Number of Percentage of Entrepreneurship Courses Respondents Respondents (n=144) Courses Scheduled Throughout the Year 63 44% Courses Which Lead to a Certificate 38 26% Courses Which Lead to a Diploma 20 14% Courses Which Lead to a Degree 14 10% Other (Specialized Courses) 9 6%

This data was expanded upon with opinions sought regarding instructional format. In total, 75% of the research participants stated a preference for face-to-face instruction (n=135). While respecting that trades-based employment often involves daylight work and consequently associated production hours, it is not surprising to receive a response rate of close to 60% in support of evening programming. An estimated 50% of respondents expressed an interest in learning through trades-training institutes and/or weekend courses scheduled throughout the year. Concerning the option of online programming, 42% expressed an interest and motivation to

152 pursue additional studies if delivered via an online platform, with the least ideal delivery format being that of summer programming. Specific to program scheduling, 10% of the respondents submitted written notations suggesting that programming and instruction would be compromised if course delivery conflicted with peak production/construction periods.

Table 4.7 Alumni/Students Perspective on Program Format

Alumni/Students Perspective on Program Number of Percentage Format Respondents of (n=135) Respondents Face-to-face Instruction 101 75% Evening Classes 80 59% Customized Trades-Training Institutes Scheduled 69 51% Throughout the Year Weekend Courses 68 50% Online Programming 57 42% Summer Programming 51 38%

Additional insight was gleaned from Alumni/Students regarding the need for specialized business and entrepreneurship courses aimed at the skilled-trades. A total of 50% of the respondents indicated that generic business and entrepreneurship courses would not meet learner needs (n=124). Respondents emphasized how course content needs to reflect the realities of business operations in skilled-trades, emphasizing the varied forms of work, complex contracts, capital requirements, the impact of commodity pricing, cyclical and seasonal work, and the diversity of project teams. In total, 26% of respondents indicated that business and entrepreneurship courses do not need to be trades-centric, while 24% indicated that they were not sure.

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Figure 4.9 Business and Entrepreneurship Courses Specific to Trades Sectors

Should Business and Entrepreneurship Courses be Specific to the Trades Sector? (n=124)

24% Yes 50% No 26% Not Sure

Out of the 26% of respondents who stated that business/entrepreneurship curriculum does not need to be trade specific, written comments were submitted, which presented a notable consideration for non-trades learners (n=32). Research participants emphasized that business and entrepreneurial courses should be available to anyone interested in the subject matter. They noted that specialization in the skilled-trades might limit access for non-trades learners. This respect for other learners is noteworthy and accentuates the opinion that education specific to business and entrepreneurship would be of value to learners across all disciplines of study.

4.14 Supports and Resources for Trades Students and Programming

All alumni/students (N=152) outlined what they envisioned to be valuable supports from industry and community, suited and directed towards trades students and programming. The top ten industry and community supports were identified as follows:

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Figure 4.10 Recommended Industry and Community Supports for Trades Students and

Programming

Recommended Industry and Community Supports Specific to Skilled-Trades Programming and Learners (N=152)

Create Regional-Based Support Networks for Trades 25% Professionals and Students

Industry to Share Expertise as Guest Presenters 26%

Support Job Fairs 32%

Contribute to Equipment Donations 34%

Exposure to Industry and Site Tours 38%

Contribute to Scholarships 39%

Provide Mentorship 45%

Provide Co-Op 50%

Sponsor Apprentices as Employees 61%

Provide Work Experience (on the job training) 75%

0% 10% 20% 30% 40% 50% 60% 70% 80%

When research participants were asked if they were aware of existing resources for entrepreneurs or business owners in their regions, 92% indicated that they have no knowledge or awareness about the availability of any such community-based resources (n=120). A conservative 3% of respondents noted that they ‘may be’ aware of some resources or have heard reference about such supports being available through local agencies, but they were uncertain of any details. The remaining 5% indicated that they have some idea about community resources and supports. In total, 10 of the research participants who did not respond to the quantitative question submitted brief comments related to a lack of awareness on what exists or where to access supports and resources specific to business or entrepreneurship.

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Alumni/students were also asked to provide their perspective on resources they believe are required to expand and promote small business development and entrepreneurship in their communities. The respondents emphasized the need for coordinated regional supports and networks that promote awareness, foster collaboration, stimulate projects, and thus work.

Regional networks that facilitate and empower regional-based mentorship and support platforms which transcend career planning, employment transition, business development, financial matters, and technology. The data have contributed to a schematic of regional supports and resources to increase business development and entrepreneurship in the skilled-trades (n=149).

Figure 4.11 Schematic of Regional-Based Supports and Resources to Increase Business

Development and Entrepreneurship in the Skilled-Trades

Regional Awareness, Support, Partnerships Industry/Employer Coordinated Regional Collaboration and Institutional-Based Business Support and Partnerships. (13%) Learning, Access to Incubation Resources Assets. Trades and Supportive Learners Worker with Business Culture. (24%) Others at Inst. (5%)

Access to Advanced Applied Interdisciplinary Technology, and Capital Programming. Courses Resources. (7%) Beyond Core Trades. (9%)

Regional Based Accessible and Timely Data Financial Supports Supports and Resources Timely Labour Market Scholarships, Loans and Data, Student Centered Grants. (11%) Career Planning. (3%)

Work-Based Learning in Community Government Supportive Apprenticeship, Work- Policy; Small Business Based Training, Co-op, and Entrepreneurship Work Experience, Resources; Supportive Mentorship. (7%) Taxation Structure. (3%) Transition Resources Integrated Networks Supportive Student Integrated Student Transition to Entrepreneurship and Employment. (7%) Business Supports; Access to Markets. (10%)

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The expressed comments and perspectives presented will contribute to future regional-based models of supports and resources for entrepreneurship and business development in the skilled- trades. These thoughtful contributions provide genuine insights vital to advancing expanded trades programming, and ultimately a 21st century trades-based regional business and entrepreneurial development system.

In closing the survey, alumni/students were asked to share input spanning a range of overarching topics to include trades and business education, the value of college education, industry and community engagement with education and trades professionals, and the value of educational programming that promotes innovation and business development. Two specific statements drew a notably high response rate. The statement that ‘students who have a strong connection with industry and community are likely to succeed’ saw 97% of the total research participants respond (n=147), with 70% indicating that they ‘strongly agree/agree’. Followed by

93% of the total respondents (n=142) submitting that ‘providing trades professionals with ease of access to further education is important’, with 70% expressing the opinion that they ‘strongly agree/agree’.

Table 4.8 Alumni/Students Input Regarding Overarching Related Topics

Statement Total Strongly Neutral Strongly Respondents Agree or Disagree or (N=152) Agree Disagree Trades graduates are more likely to succeed as employees or business 136 63% 21% 17% owners if they have business training. Students who have a strong connection with industry and 147 70% 14% 16% community are more likely to succeed. Trades-related business programming delivered in an 120 63% 24% 13% applied setting is of great value to students.

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Statement Total Strongly Neutral Strongly Respondents Agree/Agree Disagree or (N=152) Disagree Expanding trades training and education to include business and entrepreneurship skills will 132 59% 23% 17% increase a student’s level of employability even if they chose not to start a business. Achieving a Red Seal in addition to a college certificate, diploma or 129 58% 22% 19% degree is important in today’s workforce. People who achieve their Red Seal plus a College certificate, diploma or degree will make more money 131 57% 22% 21% over their lifetime than those who only hold a high school education. College education will pay off in 132 61% 22% 17% the long run. Providing Trades’ professionals with ease of access to further 142 70% 13% 16% training is important. People who have a College education have a greater likelihood 120 65% 18% 18% of a strong career. An educational model which directly engages industry and community throughout all phases 117 69% 19% 12% of the program will be of great value to students. Educational programs which encourage innovation and business 111 71% 19% 10% development would be of value to the region. With additional hours of study, the completion of a College credential 112 58% 26% 16% over and above a Red Seal is of value to students. Community and Industry are great resources and will engage to support budding trades’ 113 67% 19% 13% professionals as they advance their careers.

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The alumnus/alumna/student responses depict a notable interest and motivation towards enriched trades education. These data presented by the alumni/students have identified needs, opportunities, and the merits of pursuing enhanced college-level trades education to serve present and future trades learners, while also affording opportunities for trades professionals, should they choose to advance their education.

4.15 Student In-Person Interviews

During the initial analysis stage of the survey data, the consideration of course credits and credentialing was identified as an obvious area of discomfort for some of the research participants. Questions related to course credits and credentials resulted in a notable decline in overall responses from participants, with some electing to submit written comments instead. The analysis of written comments depicted a lack of awareness and in some instances degrees of frustration regarding course credits and credentialing. In order to glean further insight into the perspectives of alumnus/alumna/student participants regarding the themes arising out of the data analysis, invitations were extended to research participants interested in meeting in-person to discuss the research study.

Invitations were extended to research participants who engaged with the survey during winter 2019 (n=40). The invitation to participate with in-person interviews was extended via email and accepted by eight students (seven electrical and one heavy duty mechanical student).

However, due to program and student-work schedules, only a total of three students were able to commit the extra time to share their input. Students who were unable to meet for an in-person interview (n=5), emphasized that they had already shared a great deal through the on-line survey.

The in-person interviews were scheduled over an average of 45 minutes and followed nine semi-structured questions, and a tenth follow-up question to capture anything else that might

159 have been missed. The semi-structured questions were designed to complement the primary research questions, with the aim of gleaning further insight into influencing variables and themes. The in-person interview questions were as follows:

1. Do you mind providing your perspective on the need and value of college credits

and credentials for trades students? Is this important? Can you also share how you

feel about transfer credit and do you have aspirations to pursue further education?

2. What do you envision the trades sector will look like in the future and what skills

will be important?

3. What do you know about entrepreneurship, small business and the trades?

4. What do you envision would influence your decision to become an entrepreneur or

business owner?

5. What is the value of pursuing your Red Seal and do you envision any challenges or

barriers?

6. What can the college and community do to support students interested in expanding

their careers in the trades?

7. Do you envision trades programming could or should include additional areas of

study?

8. Do you see the value of learning of business or other skills while studying your

trade; if so, what does the program look like for you?

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9. The following course topics have been identified as being of interest to trades

learners, do you have any comments?

Budget Management Negotiating and Preparing Contracts Project and Contract Costing Project Management Marketing - Your Company and Services Communication Skills Small Business Management Day to Day Operations of a Business Legalities of Business Regional Business Development 10. Do you have other comments or suggestions specific to trades careers and college

programming?

The in-person interviews yielded valuable input, validating the findings summed up in the analysis of the survey. The personal interview data provided additional insight into priorities, concerns and perspectives pertaining to trades programming, entrepreneurial and business programming, support considerations, course credits, and credentialing as expressed through the experience of alumnus/alumna/student research participants.

Interview Participants21

Anabelle is a female in her early twenties who is pursuing her electrical apprenticeship and was enrolled in Level Two. Anabelle has previous college experience and chose to move into the trades given her options for employment and income potential. Anabelle held a position as an apprentice with a local employer and was seeking the opportunity to share her personal experience. Her apprenticeship experience has been challenging as she remains on-call with her employer and is uncertain if/when, she will be called into work on any given day or week. She found that being an apprentice has its disadvantages which she outlined as: being the last one

21 To protect the privacy of interview participants pseudonyms are used for each person.

161 called into work; the jobs assigned to her are not what she envisions as being of value as she develops her skills; and she has personally experienced degrees of disrespect from coworkers which she associates to being a female on a mainly male crew. Anabelle was motivated to meet and discuss her experiences within current programming and her aspirations to acquire her Red

Seal, while planning to eventually manage or even run her own business. Anabelle’s experience in the foundation program and subsequent entry into Electrical Level Two has generally been positive, yet she found the extended wait for access to Level Two programming, placed her at a disadvantage from an overall standpoint for apprenticeship succession and employment. She emphasized that it was very challenging retaining her sponsor as she awaited confirmation of a seat in Level Two.

John is a male in his early twenties who was enrolled in the electrical foundation program.

He identified that post-secondary training is a significant transition from high school and that his main priority is to complete his foundation program. John was quick to identify that he was not certain about his long-term employment goal and thus was motivated to participate with the in- person interview. John was focused on discussing credentials which he identified as being of importance for his career planning. John outlined that he must focus on his foundation program, and then he will identify what he wants to do with the rest of his life. John was somewhat concerned about the trades' overall image and only entered his program because of direct support he received through a school district mentor. John’s decision to enter the trades was largely influenced by the fact that people working in the trades are paid well. However, John stated that he also realized that it is important to have a plan, and he finds that all he can focus on is the present-day versus his future. He expressed that he has worried that he might not have all the necessary information to plan for his future.

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Allan is a male in his mid-twenties who is advancing through his electrical apprenticeship training. Allan indicated that he will acquire his Red Seal because he has many personal and professional goals, including owning his own house and pursuing an engineering degree. He stated that achieving his Red Seal designation will be a vital element of his progression plan.

Allan chose the trades because his immediate goal is to secure gainful employment and to ensure he is not incurring debt; he is confident that trades employment will provide the means to fund his future education. Allan also shared that since junior-high he has had the goal of pursuing the trades, while maintaining the opinion that it only makes sense to work in a field where there was adequate income potential which affords him the flexibility needed to gainfully work and advance his training, all while he is achieving a work-life balance. Allan outlined his desire to choose seasonal contracts while traveling and affording a few luxuries along the way. Allan articulated that those who take the time to map out their financial plans will see that the trades is a wise career choice even for the mid-term. Allan reiterated how employment in the trades, from his perspective, affords the means to acquire the funds to support further education. Allan further stated that he wanted to meet in person to express his opinion about the need for business programming in the trades from a learner’s perspective.

In-Person Insight as Received from Research Participants During Interviews

Anabelle is excited about her trade and sees the potential for a fulfilling career. Anabelle expressed how her foundation program was so important to her, noting that not everyone in her cohort appeared to be as committed or focused on developing the necessary fundamental skills.

She expressed how students were aware of the grade requirement of 70%, yet it appeared to her that some individuals were not as concerned about their grades, which impacted her overall cohort-based learning experience. Anabelle stated that there is a need at the foundation level to

163 outline full details regarding the apprenticeship process, the importance of grades, and discussions regarding career options while encouraging learners to identify their education goals.

She expressed that if students set education goals, they may be inclined to offer more to the cohort-based learning model. She shared that the option of management and business ownership should be discussed further, as this could be a strong motivator for some learners. Anabelle noted that the foundation program is the first post-secondary program pursued by many trades students, and in the early years, there is a need for more information and details associated with career planning.

Anabelle expressed that there is a lack of understanding of the value of college credits due to the limited awareness amongst trades students regarding college credentials. She was determined to find the time in her busy schedule to meet, as she specifically noted that, “I wanted to meet with you because I felt it was important to share that most students may not understand that there are no actual college credits. This bothers me and is not fair to trades students. Yes, a college certificate or otherwise is important. What do I have, if I only complete my Level Two?

I am completing my programming but what if? I am here talking with you because this is so important. I have seen examples where students can receive partial credits for their Red Seal towards a specific degree, but they typically also complete some upgrading and still lack a credential from completion of their actual trades program, so really what exists for trades students is not helping. Shouldn't there be more available?” Anabelle expressed that she was motivated to share her thoughts because she would eventually like to complete a college diploma or degree and noted that her trades training should account for at least transferable credits.

Although further education is an aspiration, she stated that her focus must be on completion of her trades training and shared that she has not had the opportunity to consider what would be

164 required to advance her training. “I am not sure why my trades courses don't transfer to any degree I choose in the future especially if I am staying here at NIC.” A “college credential is definitely important, employers without a doubt will be looking for college credentials.”

Anabelle has noticed that her present employer is reliant on consecutive contracts and sees that in the trades, there is the constant need to bid on jobs while having the ability to call in crews as needed to support contracts when confirmed. She noted that her future will most likely be comprised of various contract-based positions. She expanded by stating that contract-based work requires an awareness of many facets of the work in addition to specialized skills.

Anabelle points out that even if a company has a set location for its primary operation in the trades, the company is ultimately serving multiple customers each day, which are essentially multiple contracts. Anabelle observes that trades training should prepare learners for this reality.

Training should ideally include working across multiple projects, costing, working with customers, and working with crews which will change and fluctuate based on the jobs/contracts.

She emphasized that existing trades training covers core trades competencies yet does not prepare apprentices for the actual job site. The very nature of contract and project work in the trades is why Anabelle is attracted to the sector. She appreciates the diversity and the option of working across different types of projects, even though it is common to experience short-term seasonal employment. The nature of the seasonal work was also deemed to be an attractive quality for Anabelle, as she expressed this is the time in which she pursues her hobbies and other interests.

Anabelle was clear in articulating that from her perspective entrepreneurship, small business, and the trades go together. She noted that most local employers are small-sized operations that essentially make up the community; she questions whether this is well known.

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Anabelle expressed that she is not clear on who is an entrepreneur, and she envisions that all entrepreneurs are business owners. Anabelle is motivated to learn more about business and entrepreneurship. She anticipates that her career will be dependent on gaining more knowledge and ideally, mentorship as she explores the potential of owning her own business. She drew a correlation between trades apprenticeship and business apprenticeship and expects that there is an opportunity to learn both while working in her given trade. “If I understand the business operations side, I believe I can be a better-prepared apprentice and employee. There may be some employers who may hesitate to truly mentor, but it makes great sense to me as a student.”

Anabelle believes that trades programming can be improved to provide learners with the skills

“for the real world.” She also stated that “The Red Seal confirms that you have met a standard which is so important. You don't really need it in B.C., but I want it just in case I want to work somewhere else. The challenge for me is sponsorship and finding a healthy work environment and a respectful employer who sees my potential and will support me in learning a range of skills, not just basic tasks. I want to learn from a mentor, but employers are too busy, and often they call you into work with minimal notice as their contracts shift, so there isn't much time for learning, and it’s just about getting a specific job done. It’s hard being an apprentice, and I feel it’s even harder for females.”

Anabelle outlined that “Finding a way by which I can achieve a college credential supports me as an apprentice. There may be a need to support employers and sponsors as I am not sure they know how to support us as apprentices.” Anabelle expressed concerns about what appears to be a lack of industry support and awareness of the apprenticeship model and sponsorship requirements. She shared that the college and industry linkages appear to be limited and questions, if this could be improved upon, given the region is not that expansive. Anabelle

166 outlined what she considered are needed improvements to the apprenticeship training model to include: stronger profile of trade training requirements; in addition to defining what resources are available through the college; updates regarding available jobs for apprentices; guest speakers from industry; improvements to the work-based training model; the means to ensure sponsors are aware of their roles; increased opportunities to access mentors beyond sponsors; acknowledgment of completion of any given apprenticeship level, and a graduation celebration upon full completion.

In addition to Anabelle’s general input, she expressed that she wanted to meet to safely voice her needs and concerns regarding working with a sponsor. She emphasized that during her training she wants to learn how to better communicate with her sponsor, while ensuring she is learning core skills as applicable to her job, versus carrying out mundane labour-related tasks.

Anabelle also stated that she wants to learn how to better adapt to working in a dynamic male dominant-environment that shifts from day-to-day based on the contracts' nature and location.

Anabelle also recommended supplemental course topics as identified via the survey data and noted that “HR skills are important, as are presentation skills and how to network.” She elaborated that “she would like to access additional training to ensure she has the skills necessary to succeed and to build a lucrative career.” Anabelle also stated that “As the research survey covered, business courses and everything from costing to knowing how to write up a contract, while learning how to work with various personalities is important. I also want to share that I come and take my college training and feel somewhat disconnected from my classmates and the college, in-between my different levels of apprenticeship training. I feel that I don't have a network, or people I can tap into. I stay in touch with my instructors, but everyone is so busy, and I respect all that they do provide. I am wondering if there is a way to further support

167 students throughout their full training. Maybe get together for seminars or to access mentors, but

I know that will involve further costs, and this is always a concern for students.”

In closing, Anabelle stated that she would like to learn more about electrical trades programming, as she wants to know what may be expected in the higher levels of apprenticeship training. “I would like to learn more about the various technological applications and how I can be more of an asset to my sponsor/employer. I grew up in this region and want to live here and contribute to our community. I have so many thoughts, but I just need to finish my training and then look at ways that I can help others. I appreciate the format in trades training and the opportunity to work with industry during work experience while building relationships with potential sponsors and employers.”

John expressed that he was unclear on the accreditation terminology and credentials and was curious about his foundation program. John stated, "I am confused, and I am not the only one, I am honestly not clear what I receive from the college and confused; do I have college credits, and what is the value of credits? So, there is no certificate for our apprenticeship levels?

Are my courses worth anything if I continue with other training in the future? I have to say this is most likely a question for most students. We are taking a college program, aren't we? I do want the option of more education, so if I can build off my trades training, this would be helpful.” John stated that he was young and uncertain of his long-term goals. However, he is hopeful that his foundation program would be valued if he continues with his education. John noted that he did not fully understand the structure of college programming, certificates, diplomas, or degrees.

John referenced that he has friends who have completed non-trades courses, and he understands that they have credits, which are on their college file and may be applied towards their degree. John posed several questions to include, "Why is there not a certificate after

168 completion of apprenticeship training? What is different about trades programs? In listening to others, I expect that credits will be important and especially at my age as I am not sure what I will be doing in a few years." John expressed how credits and credentials are confusing and that he specifically wanted to meet in person to seek further insight into trades training and learn if it differs from other college courses.

Looking into the future specific to the skilled-trades, John shared that he holds the opinion that there will always be employment. He expressed that trades professionals are required across all sectors and industries, thus there will always be work. He further shared that "The future will involve changes that our training will need to prepare us for. We will need to understand advanced technology and also basic computer skills which a few of us lack right now." John elaborated on the importance of technology and is concerned that he and others do not hold even fundamental skills associated to common computer software applications, such as Microsoft

Word or Excel. John expressed an interest in entrepreneurship and business operations and expects that he will eventually run his own business regardless of his career path. John stated,

"When I get older, I want to start my own business. Why not work for yourself? This makes so much sense. I am not sure what I need to learn but and once I have my Red Seal, I will look into this. I am not sure if I am what you would call a future entrepreneur but running my own business is in my plans."

When asked what supports or resources John might expect he will need to start or run his own business, he outlined that he would need to gain an understanding of what financial resources are required, how to structure his business, the fundamentals of bookkeeping, marketing, and how to plan and manage various projects. John referenced the value of accessing

169 mentors and having support, if possible, through the business development process. John also expressed that the thought of business ownership is exciting yet overwhelming.

John and I also had the opportunity to discuss the value of the Red Seal. John clearly stated that "The Red Seal demonstrates that I have completed my full program." He continued by stating that, "I am just starting so I am not sure of my next steps, but I worry about sponsorship and I hope that with work experience I can build a relationship with an employer who can become my sponsor. If I continue with my apprenticeship, I am worried about getting my hours as I have heard of some challenges. Employers are focused on their contracts and not really our learning and I am very concerned about getting my hours."

When asked what the college and community can or should do to support students interested in expanding their careers in the trades, John stated, "Good instructors, great learning projects, support meeting employers, maybe a better understanding of what employers expect.

As I develop my skills, it would be helpful to learn how to be a manager, more awareness of how to manage a contract and how to be profitable." He also noted that it would be ideal if the college and community could be more supportive overall to "Provide mentorship, the ability to tap into local experts, and specific to business supports, I really am not sure what we have and I don’t think there is much."

With respect to thoughts about additional course content, John expressed an interest in learning how to manage projects and budgets and specified a personal interest in training on solar energy applications. When asked if John was interested in business or entrepreneurship courses, he noted "potentially part-time." He expressed that learning business skills is important, yet "It's just that I have heard apprenticeship training is very hard and I need to focus on my next level, and I am not sure I can take on more. I would like to learn about business in the trades as I

170 can then be more valuable to my employer, and just maybe I can have my own business. I am just not sure where to begin. Can I take these courses next or can I choose courses specific to what I think I need like costing, project management, contracting, etc.?”

In closing, John expressed that he would like to learn more about achieving a college credential. John further stated that he is excited about his future yet reiterated uncertainty about his long-term plan but referenced that he anticipates that a college credential will be an important asset. John illustrated that he has a strong sense that the trades are not highly valued, which he finds very challenging and hopes that the college can help increase the image of the skilled- trades.

Allan and I quickly moved into the topic of college credits and credentials. Allan stated that, “I feel a college credential is important as I have every intention of completing my Red Seal then subsequently completing my engineering degree. I am here meeting with you because I need and want college credits, as I am focused on continuing my education. I chose the trades to gain practical skills and a good income which will support my paying for further education, my house, etc. I am very focused, and this training is important to me in understanding how it will provide me with an amazing foundation for my life. I wanted to meet to emphasize how important this is for people who have similar goals to mine. I am worried about not being acknowledged for completing a college program or not having a piece of paper that is so important. The Red Seal is great, but I also need a college diploma or degree. I am young, and I know I will need this for my future.”

When moving onto the topic of the trades sector and what that future will look like and what skills will be important, Allan shared that “There will be an array of job opportunities and there will always be work in the trades. Yes, there will be ongoing annual slow periods however,

171 trades will always be in demand. Look at our region and all the capital projects, trades are key. I am not saying that other careers are not as valuable however the trades are important, and I hope that in the future, people start to appreciate and value the trades. Without the trades, who is going to fix your car, construct and wire your house? I get the sense people don't think about the trades in relation to how they impact our day-to-day lives. In the future, we will ideally see a shift in attitudes. I know that there is talk that the trades do not attract those who are considered smart. I can argue this point and will challenge anyone I hear making such a comment. I consider myself quite able and smart, and this image of the trades is disappointing and disrespectful. All my classmates are smart and committed students who are working hard and deserve to be recognized as being equal to other college students. We are smart as we have chosen training which gets us into the workplace and good-paying jobs all while we gain valuable experience in the field, as part of our training.”

Allan also stated that he did not know a great deal about entrepreneurship or business but expressed that he was very interested in learning, as he can envision himself running his own business. He would like to learn about entrepreneurship versus business ownership, the differences, and what is needed to succeed. When contemplating what would influence him to becomes an entrepreneur or business owner, he stated that he would value connecting with business owners and learning what is involved and where to begin. He also outlined that it would be key to understand how to launch a business and learn about accessing provincial incentives or grants that may be available for young individuals with the ambition of launching a business.

Our conversation shifted to the value of a Red Seal and the challenges or barriers to achieving the designation. Allan noted that the Red Seal is essential in the trades from his perspective, emphasizing that industry looks for this ticket and he expects that the Red Seal

172 influences opportunities for career advancement. He also noted that challenges and barriers vary to include securing sponsorship, learning what employers want from apprentices, and knowing what is required to sustain their sponsorship. Allan also spoke about the need to fully understand the process of meeting the requirements for work-based training hours and what is required of sponsors versus apprentices. Other challenges identified included fair wages, realistic work schedules, maintaining apprenticeship training, and work-based training hours in pace and time for future levels of apprenticeship training. Allan expressed that he knows that sponsors are offering a great deal to apprentices and questions if there is an opportunity to strengthen the model in the sponsor and apprentice's best interest. Allan also suggested that apprentices need access to a non-sponsor support network or even a mentor during their work-based training placement to help navigate through questions and challenges as they arise. This point led to a discussion about needed support from the college and community, specifically for students interested in diversifying their careers in the trades. Allan’s suggestions were clear and concise and included his top priorities of ease of access to training, the assurance of qualified instructors, apprentice support networks, financial incentives, the opportunity to access portions of apprenticeship training in the community, and mentors to support discussions regarding career goals or even business ideas. Allan stated that he appreciates that there are some resources in place while emphasizing that they are not reliable or continuous. Many are directed towards specific learners/client groups, to which trade learners are often excluded.

Allan expressed the opinion that there is value in providing students with access to business and entrepreneurship related supports and education. He noted that he is interested in accessing related courses while identifying that finding the time to pursue additional education will be a challenge as apprenticeship training can be very demanding. In closing, Allan brought

173 the conversation back to credentials in the trades and expressed that he is concerned about increasing awareness about trades training. He also highlighted the consideration of work-based training and his observation that those outside of the trades may not be aware of the commitment associated with work-based training hours and the need to value this time as part of the students’ overall commitment to apprenticeship training.

4.16 Summary

Throughout the analysis of the alumnus/alumna/student survey and in-person interview data, the insight provided confirms that there is value in moving forward with the advancement of interdisciplinary programming in skilled-trades. Participants were forthcoming with their opinions, observations, and needs while contributing personal and professional perspectives regarding this study's topic. The research participants’ commitment to openly share specifics about the topic of trades training education, and career progression, was outstanding.

This research study illustrates that 93% of the involved research participants held the goal of completing their full apprenticeship training and acquiring their Red Seal designation (n=142).

The balance of the research group (n=10) identified having achieved their Red Seal designation

(N=152). The survey data heightens the importance of serving students while addressing curricula needs by promoting retention and apprenticeship completion and professional advancement of trades professionals. Research participants depicted that the pursuit of training, and related careers in the skilled-trades, is not only based on professional aspirations but also personal preferences and needs. The primary motivators for learners choosing the skilled-trades as a career included the prospect of achieving a good income, alignment of employment with their personal and professional goals, accessibility to training, and availability of employment in a rewarding sector. These reasons for pursuing a career in the skilled-trades were also

174 complemented by a range of unique sectorial attributes, which included employment environments that: promote creativity and physical work; offer flexibility in employment and diversity in projects; provide employees with the opportunity to achieve a good income; accessibility of employment due to reasonable cost of associated training; offer opportunities for self-employment, and ability to achieve independence.

Although research participants indicated high regard for training and careers in the trades sector, the survey data analysis revealed concerns regarding the general public’s overall valuation of the skilled-trades. As previously referenced in this study, just over half of the research participants (51%) submitted an opinion that trades training, and the Red Seal designation, are considered equal to an academic college credential. However, the remaining respondents (49%) expressed a notable level of uncertainty regarding the notion that trades programming is viewed as being equivalent to college academic credentials (N=152). The participants who expressed concerns specific to the valuation of trades training and the Red Seal designation provided qualitative comments that encapsulated disappointment with respect to trades training status and frustration coupled with confusion over the discrepancy between trades training and other college programming.

When research participants were asked to respond to queries specific to credits and transferability, there was a noted decline in responses (n=124). Out of these respondents, 70% stated that there is value in trades learners having the option of transferring course credits, 24% were unsure, and 6% did not see the value. Those participants who did not respond directly to the quantitative survey question submitted written comments depicting confusion specific to course credits, credentials, and transferability, including inquiries regarding the existing trade training model. When insight was sought related to the value of trades professionals holding both their

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Red Seal designation and a college credential, 78% stated that there is value in having both

(n=116).

As the research questions graduated to the topic of business and entrepreneurship in the skilled-trades, engagement amongst research participants increased. The survey data outlined an appreciation amongst a majority of respondents specific to business and entrepreneurship, with

91% of the respondents indicating that there is value for related programming (n=139). The remaining 13 research participants from the total alumni/students survey group (N=152) submitted written comments indicating that they had no idea if there is value in accessing business or entrepreneurship courses, while emphatically expressing that their focus was on their current trades training.

Research participants were also asked to provide insight into the needs and value of expanded curricula in the skilled-trades. The survey data revealed an emphasis on current curricula, reinforcing their attachment to trades training during the time of this study. The thoughtful submissions illustrated learner perspectives regarding the state of the trades sector and workforce requirements, depicting a high degree of commitment by learners to remain focused on their current training. In total, 34% of the participants declared that their focus was on their immediate training, and 11% stated that training should remain as is. Of the remaining participants, priority course topics were identified including: curricula specific to business and entrepreneurship (14%); employment readiness and transition (13%); advanced technological applications (12%); 8% suggested the need for increased applied learning; 7% noted the need for expanded core trades content; and 1% sought the inclusion of expanded mathematical content

(N=152).

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With a commitment to acquiring insight from research participants particular to business and entrepreneurship curricula, participants were asked to rank course topics of interest.

Alumni/students identified priority course topics as: budget management; negotiating and preparing contracts; contract costing; project management; marketing; communications; business management; day-to-day business operations; legalities of business; and regional business development (n=122). Fifty percent of the respondents indicated that business and entrepreneurship courses should be customized to the skilled-trades to meet learners' practical needs (n=124). Respondents emphasized how related course content should reflect the realities of trades-based work, which is often project-based with diverse crews and locations and structured according to various business models. Trades-based businesses are commonly comprised of multiple and varied contracts and are often influenced by commodity prices, with production being reliant on diverse project teams who hold relevant competencies.

In seeking further insight into participants’ entrepreneurial motivations and interests, alumni/students were asked to specifically indicate whether they would choose to pursue additional courses or refer the programming to others. In total, 73% stated they would pursue additional programming, while 27% indicated they would recommend the programming to others (n=127). Alumnus/alumna/student research participants (n=126) documented that the top four factors influencing their decision to pursue additional training would include: cost of training; location of training; relevant course curricula; and relative expertise of the instructor/s.

Alumnus/alumna/student respondents also shared feedback regarding their motivation to pursue business and/or entrepreneurial courses as being influenced by course format. Forty-four percent of all the respondents stated they would pursue enhanced trades programming, if scheduled throughout the year. This data was complemented by an expressed interest amongst 50% of the

177 alumni/students who noted they would be inclined to pursue business/entrepreneurship courses if there was an association to formal credentialing (n=144).

Research participants submitted their opinions regarding potential barriers to starting a business or entrepreneurial venture as a skilled-trades professional. Research participants outlined what they deemed to be the top potential barriers, including: access to financing; knowledge of the market; related business/entrepreneurship knowledge and experience; access to equipment; level of personal confidence; access to shop space; availability of loans and grants; ability to secure contracts; relevant education and training; and access to pension and benefit plans (n=128). Out of all the alumni/students who responded to this query, 66% chose to provide written submissions reinforcing their thoughts on overarching barriers. The additional qualitative data provided further insight into specific support and resource priorities defined by alumni/students. These included: access to business financing and marketing resources; capacity to build and manage a client-base; the ability to secure and manage contracts of varied scope and scale; and confidence and access to supportive networks with like-minded business owners and entrepreneurs. These data provide insight into primary barriers, which can be supported through a regionally empowered programming model and through program curricula with learning outcomes strategically mapped against expected and anticipated barriers.

Alumni/students also shared their perspectives on what they envisioned to be valuable resources and supports directed from industry and community, aimed at trades learners and programming (N=152). The ranking of supports included:

1. Provision of work experience.

2. Apprenticeship sponsorship.

3. Opportunities for co-op placements.

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4. Access to mentorship.

5. Access to scholarships.

6. Exposure to industry through site tours.

7. Equipment donations from industry.

8. Access to job fairs.

9. Industry led guest presentations.

10. Access to regional-based professional networks for students and industry.

This data was complemented by written submissions which outlined eleven areas of need specific to trades programming and trades-based business development and entrepreneurship, which included (n=149):

1. Regional awareness, support, partnerships.

2. Institutional-based learning and access to assets.

3. Applied interdisciplinary programming.

4. Accessible and timely data.

5. Work-based learning in community.

6. Transition resources.

7. Integrated networks.

8. Government support.

9. Financial supports.

10. Advanced technology and capital resources.

11. Coordinated regional business resources and incubation.

Although the research participant responses fluctuated across the survey, the in-person interviews reinforced prevalent concerns, queries, and opportunities for the timely development

179 of trades training. As reinforced through the in-person interviews, the emergent themes emphasized the priorities of accessing up-to-date and relevant expanded curricula suited to 21st century industry requirements and emerging employment opportunities. Through both the survey data and interviews, respondents expressed concerns about the valuation of trades training, the consideration of credentialing, the value of expanded curricula, and the need for regional supports and resources. The input received by research participants is highly respected as alumni/students made the personal choice of sharing their perspectives, expressing their needs and concerns, exposing frustrations and familiarity with this study's topic while exhibiting considerable commitment and effort to inform progress.

The research data will be further referenced in Chapter Six, which includes a review of findings and associated data, as sourced through the literature review, all while contemplating interdisciplinary trades programming and transitioning from concept to practice.

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FINDINGS FROM NON-STUDENT RESEARCH PARTICIPANTS

5.1 Introduction

Chapter Five contains research findings presented by non-student research participants

(N=25). The primary research survey and the data from the optional in-person semi-structured interviews are presented in this chapter, followed by review and analysis in Chapter Six. The data from non-student research participants solicited insight into non-student perspectives, needs, and concerns specific to skilled-trades training in the host region. The insight sought was particular to the valuation of trades training and careers, the relevance of small business and entrepreneurship curricula to the skilled-trades, trades credentialing, support and resource needs, and any perceived potential barriers for individuals choosing to pursue business and/or entrepreneurship in the skilled-trades. Accessing input from non-student stakeholders was important in assessing the proposed progression of expanded educational programming in the skilled-trades.

5.2 Profile of Non-Student Research Participants

The non-student research participants involved in this study included educators, industry, community service, and government representatives. The non-student research participant profile is charted according to their professional role and association to the skilled trades. Out of these participants, educators represented 44% of the total research group, industry 40%, and equal representation from both community services and government representatives (8%).

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Figure 5.1 Non-Student Research Participants Attachment to the Skilled-Trades

Non-Student Participant's Attachment to the Skilled- Trades (N=25)

8% Educator

44% Industry

40% Community

Government

In total, 76% of the non-student research participants identified themselves as holding a Red Seal designation. All participants stated that they held a position affiliated with the skilled-trades within the region of focus specific to this research study (N=25).

5.3 Valuation of the Skilled-Trades

All non-student participants stated that trades training and education are essential to the regional economy. When asked to rate the skilled-trades as a career choice, 32% stated

‘excellent’, 32% stated ‘very good’, and 36% stated ‘good’. The perspectives of the non-student participants concerning the skilled-trades, are significant given their lived-experience. Although the participants documented a high regard for careers in the skilled-trades, less than 50% of the respondents indicated that they believed that trades training and education are valued by the general public (N=25).

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Table 5.1 Non-Student Research Participants’ Perspective of the Valuation of Trades Education and Training

Trades Education and Total Respondents (N=25) Percentage of Total Training is: Strongly Agree or Agree Respondents Valued by the General Public 12 48% Valued by Trades Industry 23 92%

Contrary to the opinion of how the general public views trades training, 92% of the research participants submitted the opinion that trades training is most certainly valued by industry. The variance between the perceived valuation of trades training amongst the general public versus industry is significant. This variation signals an opportunity to identify strategies to increase public awareness of the trades sector while enhancing the perception of trades training and education in the host region.

Amongst non-student participants, 20% indicated that trades training and qualifications are held in the same regard as a college certificate or diploma, while 56% disagreed, and 24% chose the neutral response. In total, 12% submitted that they were confident that trades qualifications are viewed as equivalent to an academic degree, 72% submitted that they disagreed, and 16% chose neutral as their response (N=25). The participants who indicated that trades training is held in the same regard as a college certificate, diploma, or degree were respondents who identified themselves as having an affiliation to the skilled-trades through a community service or government agency role. Most of the research participants who identified as holding an affiliation to the skilled-trades as an educator or industry representative either ‘disagreed or strongly disagreed’ that trades education and training is deemed equivalent to certificate, diploma, or degree programming. The data indicates differing opinions regarding trades training

183 and related credentialing amongst those who work directly with the skilled-trades versus community and government organizations.

Figure 5.2 Non-Student Stakeholders’ Perceptions of Valuation of Trades Training and

Education

Valuation of Trades Training and Education (N=25) 100% 92% 90%

80% 72% 70% 56% 60% 52% 48% 50% 40% 30% 24% 20% 16% 20% 12% 8% 10% 0% Valued by the General Valued by industry Held in the Same Regard Recognized as Being Public as College Certificates or Equivalent to a Degree Diplomas Strongly Agree or Agree Strongly Disagree and Disagree Neutral

All research participants chose to present written submissions specific to the valuation of trades training and education, with the following excerpts representing the range of opinions. One participant stated that “I think there is a huge gap between perception and reality in terms of trades training and skill, and there is a need to ensure society is aware of the career options.”

While another spoke to the image of the skilled-trades and concern of related implications;

“Trades training is unfortunately not viewed as credible, impacting the image of the trades which is such a challenge for communities highly reliant on the sector.” Submissions also emphasized that the trades “Should be valued as a first-choice career after high school graduation; parents and others do not promote the trades.”

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The non-student stakeholders (N=25) identified what they deemed to be the typical motivators and/or reasons learners elect to pursue skilled-trades training and related careers.

According to these research participants, the top-ranking motivators and/or reasons include: availability of training in their region; learner’s comfort and familiarity with the skilled-trades; programming model; and availability of jobs.

Figure 5.3 Non-Student Stakeholders’ Perceptions of Main Motivators/Reason Students Choose the Skilled-Trades

Main Motivators /Reasons Students Choose Skilled-Trades Training and Careers (N=25)

Familiarity - Family Work in the Trades 56% Opportunity to be Independent 60% Personal and Professional Goals 68% Potential to Achieve a Good Income 72% Duration of the Training/Education 76% Cost of the Training/Education 76% Flexibility of Career as a Trades Professional 76% Goal to Work in a Rewarding Industry 80% Availability of Jobs in Industry 84% Combined College and Industry Apprenticeship Model 84% Comfort in the Trades 92% Training Available in Region 92%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The top two reasons for choosing the skilled-trades, which included ‘availability of training’ and

‘comfort and familiarity with the trades’ are substantive, when contemplating the role of higher education. Within the context of a community college, availability of training is influenced by demand, while demand is inevitably influenced by perception, awareness, familiarity, and valuation of the training being offered.

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Non-student research participants stated that trades training and education are vital to their regional economy and acknowledged that this may not be apparent or common knowledge amongst the general public. The research participants’ suggestions included the consideration that the trades are not typically promoted as an ideal or viable career choice and that there is a gap between perception and reality. The gap extends across an awareness of the availability and the range of employment options in the skilled-trades, the scope of responsibilities and applications specific to the trades, and the level of importance and relevancy of the skilled-trades to the regional economy. Addressing these gaps presents an opportunity to enhance the image of the skilled-trades across the general community and amidst those not directly associated with the skilled-trades. An opportunity exists to strengthen the valuation of the skilled-trades as substantiated through higher education by way of relevant programming and academic legitimacy.

5.4 Trades Designation, Training, and Credentialing

The non-student research participants were also asked to provide their insight and opinions upon whether there is value or not, in trades professionals holding a Red Seal designation, in addition to a college certificate or diploma (N=25). In total, 84% stated that there is indeed value in holding both a Red Seal designation and a college credential. Along with the quantitative data, written submissions were presented addressing both the value of the Red Seal designation and college credentials. The expressed opinions varied from the “Red Seal is priority however college documentation is very important” to genuine concerns regarding existing programming and one particular respondent stating that expanded programming and credentialing are necessary as “I believe the Red Seal has become too generic. A reputable college credential would allow one to stand out in a larger field.” Followed by words of encouragement such as,

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“The Red Seal is largely known as someone completing certification in their specific field.

Establishing this would be wise.” And a query and statement that, “They [trades learners] are attending College, so why is this not the model?” A total of 12% indicated that ‘maybe’ there is value in both the Red Seal and college credential. The most descriptive written comments included that “The brand of Red Seal matters. It is recognized nationally where we in the trades, are generally less familiar with the specifics of college programs.” Those who noted that there may be value also expressed that it “Depends on the goal of the trades’ professional” and there is potential value “If this is part of a trade-specific continued studies program.” One respondent submitted that there is no value in expanded programming because “In the trades, college credentials are not required as of yet.”

Figure 5.4 Value of Holding a Red Seal Designation and College Credential

Is There Value Holding a Red Seal in Addition to a College Credential (N=25)

12% Yes 4%

Maybe 84%

Specific to the topic of credentials, research participants were asked their opinion on whether existing trades training should be recognized as an academic college credential. By way of written submissions, over 80% of the research participants stated that existing trades training

187 should be recognized as academic college-level programming. Also, 16% stated that the development of expanded trades programming, inclusive of curricula pertaining to business and entrepreneurship, should concurrently result in formalized college credentials. The remaining 4% of participants were steadfast in reinforcing that achieving the Red Seal designation is enough and that formal college credentialing in the trades is not needed at this time.

Figure 5.5 Formalizing Credentials in the Skilled-Trades

Formalizing Credentials in the Skilled-Trades (N=25)

Existing Trade Programming/Red 16% Seal Should Be Acknowledged as Formal College Education

Expand Existing Trades Programming and Formalize as Credential 80% Existing Programming and Red Seal is Sufficient

This data encourages an inquiry into whether the existing trades training meets academic college credentialing requirements and what actions would be necessary or warranted to advance with relative credential development. In total, 96% of the respondents submitted an opinion that existing trades training and/or expanded curricula in the trades should be recognized as college- level programming with associated credential/s.

Non-student research participants also shared their perspectives on the importance of credit allocations across existing foundation and apprenticeship programming. In total, 92% of the participants contributed written submissions indicating that the allocation of credits spanning trades training is vital for transferability, progression, and subsequent life-long learning. These

188 respondents also expressed that course credits are critical to confirming academic acceptance of any given trades-based program delivered at the host institution.

Figure 5.6 Importance of Course Credits in the Skilled-Trades

Importance of Credit Allocation for Trades Training (N=25)

"Yes" Credits Are Important and 4% Enables Continuous Learning and Acknowledges the Trades 4% "No" Credits in the Trades are not Important - Red Seal is Sufficient

"Maybe" - Trades Training is 92% Distinct How Can This Be Achieved

Non-student research participants also submitted descriptive comments specific to the query of course credits and credentials. One respondent stated that, “I believe in continuing education and lifelong learning. This could be the beginning for many people’s extended learning career. Many enter the trades out of necessity, this could provide a path to unlimited possibilities.” With another respondent drawing a connection between credit allocations and program credibility;

“Totally agree, and this may be a means by which trades education gains credibility.” A reference to the importance of acknowledgment of educational accomplishments was also made with “Trades students must meet hour and competency requirements which needs to be honoured.” Followed by statements of support, combined with relative queries “Why not and should have been done years ago”; ”Credit allocation needs to be a priority and I cannot fathom

189 why it has not been to date. This is so important for students and also to substantiate the trades.” and “I see no reason why the college would be prevented from doing so.”

The survey study also sought input regarding the value of trades learners being offered the option to transfer academic course credits to advance their education. Research participants were consistent with their opinions, with 80% declaring ‘yes’ transfer options are important, while

12% submitted that ‘no’ this was not important, and 8% noted transferability might be of value.

Written submissions also accompanied the structured yes/no survey question, further substantiating research participants’ perspectives on the topic. Among those who noted that there was no need for transferability, three suggested that the Red Seal is all that is required and that the Red Seal designation should be separate and distinct from a college credential. Those who were resolute in their opinion regarding the importance of formalized trades training reiterated that transferability is equally crucial in the trades as in other fields of study.

Respondents stated that “Through a thoughtful review decision-makers will learn of the complexity of trades training and I hold strong to the opinion that training is comparable to already approved college programs.” While emphasizing that transferability is absolutely important “even if it is towards electives in a future diploma or degree.” With transferability providing expanded opportunities “if they choose to pursue higher related education.”

Participants also spoke of unassigned credits as “There is so much learning done in the trades foundations/ technical training that this should be recognized even if as elective or ‘unassigned’ credit.”; Yes, it is equivalent in learning, time, and energy to any diploma or degree.”; and

“Trades training as a field of study is of comparable value as any other college program.” While acknowledging that the skilled-trades may be a pathway into another career, “After someone has gained work-experience they may see a new direction to take their knowledge which may require

190 further education, transferability is important.” The consideration of career mobility was also referenced by a research participant who stated that “Without question that is key to the success of trades for many. Parents tell me they don't want their kids going into trades it's too hard on their body. If the tradesperson can go into teaching in a high school dual credit programming or expand their careers, that's gold.”

These opinions presented by the non-student research participants project a demonstrated awareness of existing programming, limitations faced by learners, and the need to enhance the profile of the skilled-trades as a career and educational choice. Credentialing in the trades, as referenced by most research participants, is of critical importance given the significance of enhancing the credibility of the trades as a viable career and field of study. The allocation of academic course credits across trades programming, as referenced by non-student research participants, would provide learners with increased opportunities for transferability and formal recognition of educational achievements.

5.5 Trades Programming and Supplemental Course Content

Non-student research participants were also asked to share their opinions regarding which course content they deemed worthy of inclusion across existing trades programming. Their written submissions reflected four prevalent curricula priorities (N=25): business and entrepreneurship (48%); essential workplace skills and industry-based competencies (28%); and advanced technologies (20%). A contrary opinion accompanied these priorities, emphasizing that trades training should be maintained in its present form (4%).

Non-student research participants emphasized the importance of trades learners having the opportunity to hone transferable skills that benefit them personally and professionally as employees, future managers, and/or business owners. Participants maintained that there is most

191 certainly value in additional competencies while acknowledging that constant dynamic shifts are occurring across the skilled-trades. Respondents emphasized that trades learners need to be prepared for the workforce requirements of the 21st century. Insightful comments regarding the urgency of essential skills and awareness of emergent technologies included:

Times are rapidly changing, industry can't keep up with these changes,

automation/robotics is taking a bite out of many jobs. Providing excellent additional

education to foster entrepreneurship is a positive step in the right direction.

Automation may be prevalent, 3-D printing will take over shops, but this cannot

replace the human connection, communication, the professional and personal hands-

on approach that many employers are looking for in their hires. We, as a society, are

losing our ability to write meaningful paragraphs, be empathetic and simply talk to

one another. Technology will only get stronger and more invasive, however, the

suggestions in this survey will help students thrive in their chosen fields - a huge

benefit for industry and businesses overall. (Non-Student Research Participant, 2018-

2019)

Close to 50% of the research participants indicated that business and entrepreneurship curricula would be a valuable addendum to existing trades training, followed by essential workforce skills (28%) and advanced technologies (20%). Most participants communicated that they believe higher education should prioritize enhanced curricula specific to the skilled-trades.

While one unwavering respondent (2%) held a commitment to retaining existing trades training while noting there is no need for enhancements. The recognition of emergent shifts across the trades sector and the need for expanded trades curricula was a prevalent theme amongst the majority of non-student participant responses.

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5.6 Business and Entrepreneurship Curricula for the Trades

Non-student research participants were asked if there is value in offering trades students and graduates the opportunity to access programming that specifically prepares them for entrepreneurship and/or business in the trades. All research participants (100%) submitted that offering learners in the skilled-trades access to business and entrepreneurship programming would be beneficial given the reality of today’s workforce requirements and opportunities

(N=25). Respondents also acknowledged that there is, and will continue to be, increasing demand for related transferable core competencies. They noted that, ideally, learners would acquire these skills in an applied setting. Specifically speaking to business and entrepreneurship, one research participant expressed that learning how to run a business or becoming an entrepreneur takes years. This respondent emphasized that future related programming would be a disservice to learners if instruction did not include a fulsome orientation towards business and entrepreneurship. This perspective was emphasized with a cautionary note stating, “Apprentice sponsors may take issue with this type of training if it is marketed to apprentices, yet I appreciate the logic and see the value.” The respondent elaborated on how apprentices are known to advance through their training with high, and at times, unrealistic expectations of their career trajectory. This notation aligns with common dialogue found across the region of this study whereby sponsors and employers have frequently expressed concern about apprentices entering the workforce, seeking mid-level senior positions, with limited regard for the importance of graduated competency development. There was an overarching consensus amongst non-student respondents regarding a need for investment in developing and delivering value-added programming. Programming that enables and formally recognizes a graduated progression of skills development. Non-student research participants expressed how such progress would

193 stimulate a greater appreciation towards the value of apprenticing, inclusive of business and entrepreneurship skills, with the aim to promote realistic learner-driven career and succession planning.

While contemplating program content, non-student research participants prioritized course topics that they deemed important and complementary to existing trade training (N=25). The legalities of business operations were deemed most important, followed by budget management, negotiating, and preparing contracts. The top four course topics were heavily focused on financial matters, which is of significance considering the professional, lived-experience, and attachment to the workforce, spanning the research participants.

Table 5.2 Complementary Course Content in Order of Prioritization

Ranking of Importance- Total Percentage of Course Topics Respondents Total (N=25) Respondents Legalities of Business 25 100% Budget Management 24 96% Negotiating and Preparing Contracts 24 96% Project and Contract Costing 23 92% Marketing - Your Company and Services 23 92% Time Management Skills 23 92% Project Management Skills 23 92% Day to Day Operations of a Business 22 88% Communication Skills 21 84% Presentation Skills 21 84% Regional Business Development 21 84% Business Partnerships 18 72% Small Business Management 17 68% Computer Skills 16 64% Product Development - The How To 15 60% Writing Skills 15 60% Canada Wide Development 15 60% Working with Others 13 52% Patents and Licenses 11 44% International Business Development 8 32%

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The survey did not place emphasis on business or entrepreneurial traits but rather on courses associated with skills and competencies relevant to future small business owners and entrepreneurs. The progression of related programming in the trades would afford access to business and entrepreneurship skills, and as recommended by research participants, related education needs to be inclusive of applied-practical applications and thus real-world learning.

5.7 Factors Influencing the Pursuit of Further Education

The research participants shared their perspectives on what they believe will influence trades learners to pursue additional education, inclusive of business and entrepreneurship curricula (N=25). Respondents noted that course content and cost of training ranked as the top influencing factors. These were followed by: whether the courses lead to a college credential; location of training; instructor’s business expertise; program schedule/format; and relevancy of the programming to the regional labour market.

Table 5.3 Factors Influencing Trades Learners Specific to the Pursuit of Additional Education

Factors Influencing Whether Trades Learners Total Percentage of Pursuit Additional Education Respondents Total (N=25) Respondents Course Content/Curriculum 24 96% Cost of Training 24 96% Whether the Training Leads to a Formal College 23 92% Credential Location of the Training Program 23 92% Related Trades and Business Expertise of The 21 84% Instructor/s Schedule and Format of the Training Program 21 84% Relevancy of Education to Regional Labour Market 20 80%

Non-student respondents were also asked to rank resources that they deemed necessary and important to learners and graduates as they pursued business development and/or entrepreneurship (N=25). The top four identified resources included: access to specialized trades

195 related business courses; access to financial expertise; the opportunity to engage and interact with trades-based business leaders; and access to mentors and/or business advisors.

Table 5.4 Resources of Value to Trades Learners Considering Business Development or

Entrepreneurship

Resources Total Percentage Respondents of Total (N=25) Respondents Access to Specialized Trades Specific Courses 24 96% Access to Financial Expertise 23 92% Exposure and Engagement with Trades Business 21 84% Leaders Opportunity to Gain Advice on Business Ideas 21 84% Access to Product Development Expertise 20 80% Access to Business/Entrepreneurship Courses 20 80% Access to a Business Support Network 18 72%

The survey data outlined the incisive perspectives of research participants who offered their professional knowledge of existing trades programming and expressed appreciation of the rapid pace of change evident across the skilled-trades, along with an awareness of the complexities associated with business ownership and/or entrepreneurship. The outline of the required resources is crucial in anticipation of expanded programming to meet the needs of learners as they embark on their trades-based careers and business pursuits.

5.8 Value of Small Business and Entrepreneurship to Regional Economies

Respondents were also forthcoming in providing their perspectives regarding the value of small businesses and/or entrepreneurship to regional and rural economies. The survey data demonstrated awareness and appreciation for small business and entrepreneurism, with all respondents indicating that businesses and entrepreneurship are vital to the regional economy

(N=25). The research participants' input asserts how small businesses are viewed as the most

196 common “scale of operation” across the region of this study. Although there was limited reference specific to entrepreneurship, one participant stated that “Small businesses are vital to a healthy democracy. Entrepreneurship is the innovation and development often resulting in business ventures. One could state that all small business owners have taken on or carried out some degree of entrepreneurship.” Other research participants emphasized that small businesses are vital to the region and are integral components of the trades apprenticeship system.

Participants also stated that small businesses are instrumental in creating local employment and are essentially the regional economy's backbone. The expressed opinions included references relative to the consideration that small businesses “create jobs and diversify the economy”;

“Candidly in the trades they make up the majority of the consistent employment.” and more often than not “are the primary sponsors for apprentices.”

There was obvious high regard and appreciation amongst all the research participants for small businesses and/or entrepreneurship in the region. Qualitative submissions included the opinion that small business and entrepreneurship are vital to the economy yet emphasized that the sector is not supported or well-known, which was noted as having a detrimental impact on the small business sector's potential for growth. Participants indicated that small business growth is necessary for robust regional development. Comments from non-student participants included that small businesses “Create economic benefits to smaller communities. Rural economies are nearing extinction without industry present in some form whether it's oil and gas, farming, tree planting, aquaculture - these types of industries will keep economies alive and are reliant on a skilled-workforce.” Participants also stated that “Business growth of any size is very important to regional and rural economies. This is even more important within the rural communities that often find it difficult to maintain small business and entrepreneurship opportunities due to

197 workforce constraints. Support and resources are needed for this sector.” While expressing the opinion that “Large organizations don't seem to be taking on apprenticeships or doing work experience because of national standards. It's always the local people who take our students on

Work Experiences.” The research participants' views referenced that an investment into the small business sector is prudent as businesses are vital to sustaining regional economies and are often the primary supporters of apprentices and students.

The sentiments depicted by the research participants, coupled with data specific to the prospect of offering business and entrepreneurship programming for trades learners, provide direct regional-based insight into the opportunities and needs for expanding trades programming.

The qualitative submissions also highlighted that the small business sector would benefit from the stimulus and heightened resources, given the value of small business and entrepreneurship to the regional and rural economies.

5.9 Supports and Resources of Value to Learners in the Skilled-Trades

When asked what supports and resources industry and community can contribute to trades training and education, research participants ranked apprenticeship sponsorship as the top priority. Apprenticeship sponsorship was followed by work experience and mentorship, scholarships, and ease of access to industry knowledge through applied site visits. Research participants also stipulated that access to networks, industry expertise, and investments by industry into education through equipment donations, are the most immediate resources of value and of direct benefit to learners.

Non-student survey data has resulted in a regionally-informed schematic of support and resource priorities defined by non-student research participants. Participants noted that fundamental resources are lacking across the existing trades training system, which should

198 ideally be addressed in the immediate future to ensure the long-term success and sustainability of apprenticeship programming. Research participants also expressed the opinion that these fundamental supports and resources require attention ideally in advance of or in conjunction with program development. The data presented by research participants has resulted in a practical schematic of Industry and Community Supports and Resources in Support of Learners in the

Skilled-Trades. The identified priority ranking of resources is insightful and affirming while reinforcing the importance of a regional-based learning ecosystem.

Figure 5.7 Industry and Community Supports and Resources in Support of Learners in the

Skilled-Trades

Non-Student Research Participant Respondents (N=25)

Non-student participants also recorded qualitative data specific to additional priorities which they deemed necessary and vital to enabling a succinct regional-based learning system.

The highlighted priorities were thoughtfully directed towards supports and resources for industry-based apprentice sponsors. Participants articulated how sponsors/employers are at the epicenter of the apprenticeship training system, yet they are not directly supported or resourced.

This was a concern echoed by over 80% of the respondents who specifically referenced a need to

199 engage with and directly assist sponsors/employers who hold an integral role in the provincial, and most importantly, regional apprenticeship model. Participants referenced that sponsors are asked to hold a pivotal role in the trades apprenticeship system, yet there is no formal forum of support, and the lack thereof exhibits limited regard for their role and contributions to the overall system. There was reference made to the fact that sponsors are only profiled when convenient for government and/or bodies of authority. Similarly, there was concern expressed regarding constrained sponsorship practices while sponsorship is vital to the overall apprenticeship system.

Research participants (N=25) provided valuable insight specific to supports and resources they envision trades learners will choose to access if they pursue business and/or entrepreneurship education and related careers. The survey results presented a ranking of supports and resources with the top four identified as: available business planning expertise; followed by relevant training; access to mentorship; and business financing.

Figure 5.8 Hierarchy of Identified Supports and Resources for Alumni/Students Choosing to

Pursue Business or Entrepreneurship

Non-Student Research Participant Respondents (N=25)

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The ratings of supports and resources varied from 100% to 48%, with access to flexible lab and/or shop space being the least important. The survey study sought this level of detail for the purpose of identifying recommended supports for inclusion within and across trades programming and, ultimately a regional skills development ecosystem.

As evidenced by the survey data, research participants emphasized the importance of learners and graduates having direct access to related trades-based educational programming and fundamental regional supports and resources. This data promotes the contemplation of how best to advance with a trades-based programming model that boosts learners’ abilities to excel in their learning while stimulating and capitalizing on regional supports, resources, and expertise. A programming model that can invigorate a learning ecosystem aligned with entrepreneurship and business development to foster innovation and development, which is presently constrained and limited within the host region.

5.10 Potential Barriers for Emerging Business Owners/Entrepreneurs in the Skilled- Trades

To gain further data regarding the perceived needs of learners, non-student research participants were asked to rank potential barriers for starting a business or entrepreneurial venture specific to the skilled-trades. The top-ranking barriers were identified as: not having access to financial resources; followed by confidence; the level of relevant knowledge and experience; and access to applicable loans and grants. As depicted in the accompanying Figure

5.0, research participants presented the perspective that there are several potential barriers for learners, with each being significant for emerging business owners and entrepreneurs.

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Figure 5.9 Potential Barriers for Trade Learners Pursuing Business Ownership or

Entrepreneurship

Potential Barriers for Trade Learners Pursuing Business Ownership or Entrepreneurship (N=25)

Access to Company Pension or Benefit Plan 40% Access to Shop Space 48% Access to Needed Equipment 64% Access to Regional Based Mentorship 68% Access to Relevant Education and Training 72% Access to Regional Based Support Networks 76% Understanding of the Market 76% Ability to Work Independently 80% Access to Timely Information as to Potential Contracts 84% Access to Applicable Loans and Grants 88% Level of Knowledge and Related Experience 88% Level of Confidence 92% Access to Financial Resources 100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Research participants outlined that at a fundamental level, knowledge and access to a range of relevant resources, balanced with personal qualities such as confidence and the ability to work independently, are important factors of success. The illustration of the combined competencies, traits, and assets provides a baseline reference for interdisciplinary trades training, which will undoubtedly be dependent on and strengthened by access to multi-faceted expertise spanning the region. Expertise conceivably achieved and leveraged through a collaborative skills development and implementation model poised to accelerate program development and delivery.

5.11 Non-Student Stakeholders In-Person Interviews

In-person interviews provided research participants with the opportunity to expand upon perspectives and recommendations specific to educational programming in the trades. The stakeholders who chose to participate in the in-person interviews (N=3) included an educator, government representative, and community service representative. The interviewees each held no

202 less than 25 years of experience, working directly or indirectly with the skilled-trades. The additional data received through the in-person interviews aligned similarly with the data and findings represented in the survey data. The in-person interviews were informal and guided by the following semi-structured open-ended questions:

1. From your perspective what is the need and value of college credits and credentials for

trades students? Is this important?

2. Do you think there is value in offering trades students the opportunity to access

entrepreneurship, small business courses?

3. What supports do you envision students could benefit from as they pursue a career and

specifically a business venture in the trades?

4. What community supports or resources could support trades, small business and

entrepreneurship programming and regional development?

5. What does the present entrepreneurial ecosystem look like in our region?

The in-person semi-structured conversations moved directly into trades programming and valuation of academic credits and credentialing. There was consensus across the interviewees concerning the importance of the host college recognizing and formalizing trades training.

Interviewees expressed the importance of honouring all college education, including the skilled- trades, while consistently expressing that academic credentialing is critical for transferability and educational progression. The interviewees stated that they chose to meet in person to express their commitment to sharing their personal and professional opinions, specific to the importance of academic credentialing in the trades. Throughout these discussions, it was noted that the lack of credentialing in the trades may be interpreted as a disregard for trades’ programming, adding further challenges with respect to the credibility of existing apprenticeship training. The

203 interviewees also shared how there appears to be limited awareness of the comprehensive nature of trades programming and apprenticeship training requirements established at the provincial and pan-Canadian levels.

The non-student interviewees emphasized that credentialing will be required in the immediate future for career advancement spanning the trades and that it is prudent for the host institutions to make the necessary investments to establish trades training as a recognized academic credential. Each interviewee specifically referenced the topic of market potential for the institution while emphasizing that the world of higher education and training has become very competitive. They referenced how the formalization of existing apprenticeship training and program expansion will likely increase the institution's ability to meet future student needs and simultaneously enhance its image. The interviewees were respectful in articulating that they appreciate that the mandate of the colleges emphasizes educational programming that serves the student population within its service region. Nonetheless, they were clear in expressing their views that even in higher education, market-share is becoming a fundamental element as it relates to institutional planning, program and service development and delivery, and institutional sustainability. These observations are valid as institutions consider programming of interest to learners within and beyond their primary service region, with increased student populations influencing overall viability.

All interviewees emphasized that, in general, industry values the apprenticeship training model, yet beyond the trades sector, there remains a limited awareness and/or endorsement by the general public. Interviewees also uniformly expressed that it is time for the college to assess what is needed to strengthen its core trades programming to prepare learners for the current and emergent workforce needs and opportunities. There was an expressed appreciation towards the

204 established apprenticeship training model, which was paired with the opinion that the college holds the primary responsibility of ensuring the delivery of relevant trades programming and more specifically, credentialed programming.

When the discussions transitioned to expanded competencies with an emphasis on business and entrepreneurship courses, the interviewees all emphasized that they fully support enriched programming in the best interest of learners and the trades sector's future. Non-student respondents noted that business and entrepreneurship competencies are directly relevant to the trades and should be made available for all learners in the skilled-trades. The interviewees spoke from real-life experience, stating that business and entrepreneurship skills are transferable and relevant for career progression. Each interviewee highlighted how they were aware of trades professionals who ventured into business operations and ownership lacking the necessary expertise, which ultimately led to their operations' demise. There was thoughtful discussion on the importance of small business and entrepreneurial expansion across all communities served by the host college. One interviewee questioned, “Why is there such an appalling lack of awareness of the importance of the trades sector and the role of small business/entrepreneurship in our region. Look across Canada, government has invested in what they term Innovation or

Incubation Centers. Our region is well suited to such an investment.” All of the interviewees mentioned this study's timeliness and stated the importance of moving beyond the status-quo while striving to enrich and enhance educational programming. Two interviewees specifically conveyed how progressive development is essential and that the opportunity exists for the host institution to strategically engage with industry to establish a regional-centric approach to 21st century trades programming.

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The business competencies identified by non-student interviewees as being the most pertinent to the trades included managing projects, contracts, marketing, material costs/handling, human resources, financial management, and taxation considerations. They also noted the importance of learners gaining a general understanding of managing resources and sustaining work crews while serving customers. Each interviewee stated that business competencies are transferable and relevant across all positions of employment spanning the skilled-trades.

Interviewees made a concerted effort to emphasize how vital it is that learners and the broader community gain an appreciation for business and entrepreneurship skills and the value of such across any position in the trades sector.

The interviews also involved discussions about community resources and supports, which revealed various notions amongst respondents. One respondent identified that there are locally based resources through their WorkBC office yet observed that the resources are generally not available to the employed mid-career worker who is experiencing change or seeking career diversification. The respondent emphasized that there is a lack of provincial support for the mid- income workers and mid-career professionals who hold a blend of training and work experience and an evident commitment to achieving sustained employment. These being individuals who are in pursuit of opportunities that may be achievable through upskilling to support career diversification. The interviewee expressed concern that resources are not available for the general public, members of the community who are well suited and positioned to pursue career diversification inclusive of small business and/or entrepreneurship. The second interviewee commented that “I am actually not sure what exists, as years ago there were resources through

Community Futures which no longer exist.” The third interviewee spoke to services available in a few communities directed to under-represented and at-risk citizens. They boldly stated that the

206 associated processes for acceptance into related programming and access to supports appeared to be subjective.

Beyond core support services, interviewees spoke about the value of regional networks that could stimulate discussion, promote regional-based development and mentorship, and potentially even foster partnership investments that generate entrepreneurial ventures, regional innovation, and economic development. They viewed support networks and mentorship as being essential and critical to instilling regional entrepreneurial ecosystems. One interviewee stipulated how business owners and entrepreneurs are prospective apprenticeship sponsors who are ultimately fundamental to the longevity of the trades sector. The consensus was that there is a lack of regional-based business and entrepreneurship resources directed to learners, able and motivated workers, who may be well-positioned to actively engage in education to inspire innovation and development.

Research participants exuded candor by stating how the college and ultimately trades apprentices rely upon industry and sponsors. They also expressed a noted level of discrepancy between how the college and industry view and acknowledge work-based training and that the two bodies are best to collaborate to enable skills development across a continuum. This observation was heightened by the interviewees' persistent reference to the fact that the college and industry need to work together to address the apprenticeship training model's gaps and compromising complexities. In addition to the noted lack of continuity of learning between college-based and industry-based training, research participants referenced concerns about how sponsors are ill-equipped to play a primary role in the facilitation and endorsement of work- based training. Sponsors are industry representatives who are expected to provide on-the-job training but often lack instructional training and related experience and thus are placed in a

207 compromising position without resources and supports. They highlighted the conundrum that sponsors do not have access to, nor the time for, professional development that would enable them to excel as work-based trainers and assessors of required competencies to be met by apprentices.

Regarding entrepreneurship and business education, research participants (n=2) cautioned that it takes years to develop the core competencies required to operate a business and/or launch an entrepreneurial venture. They suggested that if trades programming is augmented to include business and entrepreneurship competencies, learners will need to be well apprised of the fundamental requirements of business and entrepreneurship development. Trades learners should be fully informed ideally in an applied context while gaining insight into essential business and entrepreneurial applications and knowledge of relevant regulations and requirements.

5.12 Summary

The opinions and insights provided by the non-student research participants prompt actions specific to curricula and system considerations, emphasizing the advancement of trades programming and, ultimately, learner progression. Respecting that non-student research participants held an affiliation to the skilled-trades, and an awareness of existing training, their insights have proven to be a solid basis for the timely contemplation of the enhancement of trades programming for the 21st century.

Amongst the non-student research participants (N=25), there was a high level of confidence that the trades sector values existing trades training, as exhibited by 92% of the total research group. The valuation of the skilled-trades was further assessed, with 20% of the whole research group submitting that they hold the opinion that trades-training and relative endorsements are held in the same regard as an academic college certificate or diploma (N=25).

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This was expanded on with 12% of the research participants submitting that trade qualifications are equivalent to an academic degree. The respondents who proclaimed that existing trades- training and associated Red Seal endorsements are deemed equivalent to a college credential were those who held an affiliation to the trades through a community or government agency.

This opinion was not presented by research participants who had a direct association to skilled- trades training or whose position of employment was directly in the trades sector (with the exception of one educator).

Focusing on the credentialing of trades training, 84% of the research participants submitted that there would be added-value in holding a Red Seal designation and a college credential. This was supplemented by 80% of the participants stating that existing trades training should be formally recognized, resulting in college credentials (N=25). Another 16% stated that existing trades training, enhanced with relevant business and entrepreneurial curricula, should result in a formal academic credential reflecting industry and academic standards. The survey study also sought input regarding the value of trades learners having the option of transferring course credits to advance their education in other fields of study. In total, 80% declared that credit transfer options are important, 12% stated that transferability is not important, and 8% noted that transferability might be of value. Amongst those who indicated that there was no value of transferability, three suggested that the Red Seal designation is all that is needed in the trades, and that trades-based certification should be separate and distinct from college credentials.

Those who were unwavering in their opinion regarding the formalization of trades training reiterated on multiple occasions that transferability and course credits across existing foundation and apprenticeship training should be a priority. This data encourages further inquiry and

209 assessment into whether existing trades training meets credentialing requirements and what actions are warranted to advance with relative credential development.

With an emphasis on current trades training, the research participants provided insight into what supports, and resources industry and community could contribute to programming.

Apprenticeship sponsorship was ranked as being of upper-most importance, followed by work experience and mentorship, scholarships, and ease of access to industry knowledge through campus-based and applicable site visits. Participants also stated that access to regional networks, industry expertise, and investments by industry into education through equipment donations, would provide immediate and direct benefits to trades learners. Research participants have exemplified what resources are lacking across the existing trades training model and have recommended that these shortfalls be addressed to ensure the long-term success and sustainability of apprenticeship programming. Participants stated that these fundamental supports and resources require immediate attention in advance of, or in conjunction with, further program development.

With respect to program development, research participants were asked if there is any value in offering trades students and graduates the opportunity to access programming that prepares them for entrepreneurship and/or business ownership in the trades. Participants unanimously agreed that offering learners in skilled-trades access to business and entrepreneurship programming would be beneficial given the reality of today’s 21st century workforce environment (N=25). The research participants’ qualitative submissions reflected three primary curricula priorities which included: business and entrepreneurship; transferable essential workforce skills; and curricula specific to advanced technologies. Respondents also expressed that the top four factors which would influence whether a learner pursues training and

210 education beyond their core trades include: relevancy of the course content; cost of training; whether training leads to a formal credential; and location of the training. These were followed by: instructors holding relevant expertise; program schedule/format; and relevancy of the programming to their trade and regional labor market.

Throughout the survey and in-person interviews, participants cautioned that the pursuit of business operations and entrepreneurship is not for the inexperienced. Participants stated that if trades programming is augmented to include business and entrepreneurship competencies, it will be necessary to ensure that learners are well apprised of all the principle requirements in order to succeed in business and/or as an entrepreneur. The overarching advice from research participants was that expanded curriculum is needed to provide learners with practical skills and competencies, and more importantly, insight into the realities of running an independent venture.

They also emphasized that future value-added programming needs to encourage learners to establish realistic career goals and succession plans.

When feedback was sought on what specific regional-based resources are most beneficial to emerging business owners and/or entrepreneurs, research participants identified specialized trades-related business courses, access to financial expertise, and opportunities to engage and interact with trades-based business leaders, are of top priority. In an effort to gain further data related to the perceived needs of trades learners, research participants were asked to rank potential barriers to starting a business or entrepreneurial venture in the trades. The top-ranking barriers were identified as: access to financial resources; level of confidence; relevant knowledge and experience; and access to applicable loans and grants. The importance of potential business owners and entrepreneurs having direct access to resources and suitable supports was clearly projected during the in-person interviews, with consistent discontent regarding the lack of

211 available regional resources. References were also made to the value of incubation/innovation centers, with suggestions made that the region of focus is poised and well-suited to such community-based resources. The research data promotes further contemplation on how best to meet the needs of learners within a regional ecosystem, an ecosystem that habitually exhibits restricted business and product support and development resources.

All participants involved in the in-person interviews highlighted how the future success of trades training at the host institution is directly dependent and reliant on industry. Research participants reflected upon how the current training system ultimately involves three primary stakeholders - the sponsors, apprentices, and the college. They were clear to emphasize that each stakeholder holds a vital role in the apprenticeship system's overall success. Research participants acknowledged an interdependence between the primary stakeholders and pointed to a lack of connectivity and continuity between them. In addition to the lack of continuity, research participants raised concerns specific to apprenticeship sponsorship and the model. Emphasis was placed on supporting sponsors who are often ill-prepared to facilitate the primary role of work- based trainers. Sponsors are recognized as trade-specific subject-matter experts expected to provide on-the-job training yet do not always hold mentorship, facilitation or instructional experience. Sponsors have no access to regional-based professional development, which was identified as an essential and missing element of the existing apprenticeship model. These insightful observations revealed another level of need, bringing to the forefront the necessity of a skills-development model that supports ‘all’ stakeholders within the apprenticeship systems.

Through the survey and in-person interviews, research participants emphasized how trades training and education are vital to the region’s economy while simultaneously signaling concern about the general public's conservative level of regard for the skilled-trades. They noted that the

212 public image of the skilled-trades has not reached its full potential which has impacted the credibility of the skilled-trades, which in turn impacts sectorial growth and development.

Research participants expressed that a grave gap exists between the public perception and reality of the skilled-trades as a viable and rewarding career choice. This lack of public valuation for skilled-trades training and related careers was identified as being directly influenced by the absence of recognized training and the lack of formal academic credentials.

The in-person interviews provided an opportunity for research participants to directly verbalize their personal opinions, during which time they consistently emphasized the importance of moving beyond the status-quo. The combination of the survey and interview data validates the opportunity to invest in program advancement to address the credentialing deficiency across existing apprenticeship trades training while proceeding with expanded curricula for trades learners. Expanded trades-based curricula to include transferable skills, business, and entrepreneurship competencies relevant to the 21st century workforce.

As emphasized by non-student research participants, the advancement of skilled-trades programming warrants consideration to system needs and how best to enable all stakeholders involved. The research participants' input has accentuated the priority to acknowledge and address a diverse range of resource considerations, which are significant within a training and education model reliant on a regional-based support geared to enable progressive development.

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DISCUSSION OF RESEARCH FINDINGS AND ASSOCIATION TO LITERATURE REVIEW

This chapter encompasses findings presented by alumnus/alumna/student and non-student research participants. The combined research data assert regional needs while offering an opportunity to draw associations with available pan-Canadian data and scholarly works, specific to the valuation of the skilled-trades, education and training, and the consideration of small business and entrepreneurship from a sectoral perspective. This chapter also provides expanded detail regarding conditions and system needs that are significant in addressing program expansion and formalized credentialing of existing and future trades programming.

6.1 Overarching Factors Influencing the State of the Skilled-Trades

Research participants presented an array of needs and concerns, including insight directed towards present-day trades training, inclusive of curricula and support considerations, which warrants immediate attention. Addressing existing programming needs with the aim to strengthen core apprenticeship programming is critical. Without a respected foundation for trades training, any degree of program advancement and prospective diversification could quite conceivably be stymied.

Based on the trades-based primary and secondary data as extrapolated through the literature review and this study, I suggest that there are two overarching factors influencing the present state of the skilled-trades. These two overarching factors are the valuation of the skilled- trades as a career choice and the valuation of skilled-trades training. Although this study's focus was skilled-trades training, it is important to recognize that opinions towards the skilled-trades undoubtedly influence opinions and perceptions regarding the valuation of skilled-trades training as a career choice and vise-versa. The valuation of skilled-trades training and the valuation of

214 skilled-trades as a career choice are undoubtedly adjoined. Three prevalent needs and opportunities emerged from the survey findings, as follows:

1. Skilled-trades training and educational programming.

2. Employer supports and resources.

3. Regional supports and resources.

For the purpose of program advancement within a developing regional learning ecosystem, each of the prevalent needs and opportunities may be identified as priorities, with each priority being comprised of multiple elements, including but not limited to:

• Training/Educational Programming: access to programming, accessible formats,

instructional expertise, relevant core trades curricula, workplace transferable

competencies, business and entrepreneurial competencies, applied learning, trades-

based competencies for the 21st century, and academic credentialing.

• Employer Supports and Resources: apprenticeship sponsorship, incentives,

mentorship, work-based training, supportive/inclusive work environment, career

succession and mobility, and timely resources for sponsors.

• Regional Supports and Resources: formalized regional networks with relevant

supports inclusive of business and entrepreneurial resources, collaborative promotion

of regional procurement, and regional systems that stimulate awareness of the value,

impact, role, and expansion of the trades sector.

The insight shared by research participants has reinforced my perspective that there is value in strengthening skilled-trades training while promoting a vibrant regional trades-based ecosystem, one that is strengthened by a regional-based interdisciplinary skilled-trades training education framework. An interdisciplinary framework involving and reliant on multiple

215 stakeholders across the region and dependent on and guided by three primary stakeholders: learners, industry, and higher education. The data have illustrated a need for a regional trades- based learning ecosystem that accounts for a fourth stakeholder group: the community. Upon reflection, the community has consciously been placed in the background, while it could be argued that the community holds an instrumental and influential role in the skilled-trades. The community is where opinions and perceptions are formed and where the demand for training, education, products, and services are stimulated and endorsed. Without these demands for products and services as stimulated by the community, the need for industry will inevitably decrease, triggering a decline in demand for a skilled-workforce, which ultimately leads to a deterioration of skilled-trades training and education.

This research study exemplifies the importance of appreciating the interdependence between the knowledge and skills development process and the need to enhance and expand upon public engagement, awareness, and appreciation of the skilled-trades. The insight shared by research participants accentuates the opportunities for stakeholder collaboration across a regional-based learning ecosystem. A cohesive system that is dependent upon and supported by higher education, learners, industry, community, and ideally government. The survey and interview data further reinforced my conviction that higher education has the responsibility to facilitate while acting as a catalyst for progressive skills training, education, and community development. Development that stimulates timely progression and innovation while assuring the highest quality of modernized skilled-trades education for its learners.

The following schematic is a general overview of needs identified by research participants, which I have termed as regional factors influencing the state of the skilled trades and associated strategic priorities.

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Figure 6.1 Regional Factors Influencing the State of the Skilled-Trades and Associated Priorities

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I anticipate that with collaborative development and the formalization of a trades-based education framework for the 21st century, opportunities will arise that strengthen linkages and synergies between higher education, industry, and community, in support of learners. A trades- based education framework inclusive of apprenticeship curricula, transferable workplace skills, advanced technological applications, business and entrepreneurship competencies, supported by a regional learning network promoting a continuum of learning and development.

The genesis of this research study was the consideration that trades training for the 21st century needs to equip graduates for current and projected modernized workforce requirements.

Given the complexities of today’s workforce and shifting global economies, maintaining the status-quo in skilled-trades training may be deemed counter-productive; therefore, an enhanced trades education framework remains a paramount consideration.

6.2 Valuation of the Skilled-Trades as a Career

As evidenced throughout this research, learners who have chosen to pursue trades training are optimistic about their future, whether they hold short or long-term trades-based career aspirations. Alumnus/alumna/student research participants identified that their motivations and reasons for choosing the skilled-trades included both personal and professional goals.

Alumni/students (N=152) submitted that the potential to achieve a good income was ranked as the primary reason for their choosing the skilled-trades (89%); followed by alignment of the trades with their personal goals (82%); access and availability of training (82%). These data were complemented by insight from non-student research participants (N=25) who expressed that the top three motivators for individuals pursuing the trades included: availability/access to training

(92%); familiarity/comfort in the trades (92%); and the apprenticeship training model (84%).

Amongst the alumnus/alumna/student research participants, 90% indicated that the trades sector is important to the regional economy (N=152). This perspective was echoed by the non-

218 student research participants who unequivocally (100%) stated that the trades sector is vital to their regional economy (N=25). Associated with the perceived valuation of the trades sector and relate careers, is the consideration of the valuation of apprenticeship training. In total, 75% of the alumni/students submitted that they hold the opinion that trades training and the Red Seal designation are valued by the general public (N=152), while only 48% of the non-student research participants held this opinion (N=25). Although this study reflects the optimistic views of alumni/students and non-student research participants, industry bodies have reported that there is an ongoing urgency to enhance the awareness of the skilled-trades, while emphasizing the importance of the skilled-trades to regional and pan-Canadian economies (Robinson, 2017;

Robinson & Watts-Rynard, 2017). Beyond this study's scope and across industry associations, there is consensus regarding the persistent lack of youth engagement in trades and the long- standing public under-valuation of skilled-trades training and careers (Buck, 2014; CAF, 2018a).

The less-than-ideal valuation of the skilled-trades across all demographics has been associated with the lack of public awareness regarding career opportunities spanning the skilled-trades, and the void of formalized credentialing at the post-secondary level (CAF, 2018a; HRDC, 2002).

With these well-documented public calls to increase awareness of the skilled-trades, higher education is encouraged to enable progressive educational programming, career mapping, and formalized trades credentialing. As there is an appreciated interdependence between the valuation of the skilled-trades as a career and the valuation of related trades training, the opportunity exists to establish a regional-based trades education framework and regional network for the 21st century. A regional-based trades education framework inclusive of interdisciplinary education, advanced applied learning, and apprenticeship training, all enveloped within a network of resources instilling continuous learning, mentorship, support, and succession. A

219 regional-based network committed to stimulating and promoting the skilled-trades as a viable career and educational choice.

The network will be reliant upon collaboration and cooperation to activate and sustain supportive strategies while coordinating diverse influencing variables. The strength of the network will be dependent on and reinforced by the stakeholders’ commitment to empowering awareness, recruitment, retention, succession, and diversification in the skilled-trades. The network will be instrumental in fostering a regional ecosystem that prepares learners and graduates to readily adapt to the changes and progress across the trades sector. As a regional- based interdisciplinary trades education development framework is formalized, I anticipate there will be a positive graduated philosophical shift in the public valuation of the skilled-trades. Such a shift will inevitably have an affirmative impact on work cultures, commitment to inclusion, and overall regard and credibility of the skilled-trades as an education and career choice.

6.3 Motivators/Reasons for Pursuing the Skilled-Trades

Alumnus/alumna/student research participants affirmed (89%) that their decision to pursue training and a career in the skilled-trades was primarily influenced by earning potential (N=152).

The in-person interviews provided further insight into the thoughtful considerations held by alumni/students, as they estimated their return on investment for their training in relation to projected income potential. One specific research participant referenced that trades training afforded them the opportunity to “earn while they learned” while establishing themselves in the industry through their work-based training hours, which is deemed critical to establishing a long- term career. According to the alumni/students (N=152), the top seven reasons for choosing trades training and subsequently a career in the skilled-trades included:

1. Potential for good income.

2. Alignment with personal and professional goals.

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3. Training available in their region.

4. Availability of jobs.

5. Working in a rewarding industry.

6. Flexibility of career.

7. Opportunity to be independent.

The quantitative findings from this survey align with the Canadian Apprenticeship Forum

(CAF, 2015) study Apprenticeship analysis: The benefits of a skilled trades career.

Journeyperson perspectives and experiences. The CAF report outlined that journeypersons identified a range of positive attributes associated with holding a skilled-trades career. The similarities between the alumni/students and CAF journeyperson data portray an association between student motivations and the eventual actualization of defined attributes and benefits of working in the skilled-trades according to trade professionals. The CAF (2015) journeyperson survey (N=754) indicated that the top seven benefits to working in the trades are:

1. Good pay.

2. Interesting work.

3. Full-time employment.

4. Satisfaction of creating.

5. Opportunity to do different work.

6. Not an office job.

7. Chance to travel.

As referenced, alumni/students also opted to submit specific written comments pertaining to the positive attributes of skilled-trades. These qualitative data were thematically coded and presented along-side the identified primary reasons for choosing a career in the skilled trades,

221 when combined, provide a broader overview of alumnus/alumna/student interests and motivations.

Table 6.1 Primary Reasons for Choosing the Skilled-Trades and Attractive Attributes of the

Skilled-Trades as Defined by Alumni/Students

Primary Reasons for Choosing the Skilled- Attractive Attributes of the Skilled- Trades (N=152) Trades (n=119) 1. Potential for Good Income 1. Creating with Hands/Physical Work 2. Alignment with Personal and Professional 2. Diversity, Flexibility, Satisfaction of Goals Work 3. Training Available in Their Region 3. Rewarding Employment 4. Availability of Jobs 4. Affordability of Trades Education 5. Working in a Rewarding Industry 5. Self Employment 6. Flexibility of Career 6. Independent 7. Opportunity to be Independent 7. Holding Valuable Specialized Skills

It is interesting to observe that these findings specific to alumni/students and their appeal to pursue the skilled-trades align with not only the CAF (2015) journeyperson study, but also the

CAF (2013) study on Apprenticeship analysis: Youth perceptions of careers in the skilled-trades.

The CAF (2013) study (N=872) which illustrated that youth identified the following primary positive attributes of a career in the skilled-trades:

1. Work is hands-on.

2. Availability of work.

3. Pay.

4. Not working in an office.

The most significant distinction between the alumni/student data and the data presented by CAF

(2013, 2015) is the consideration of: affordable education; a career that enables independence; the appreciation for holding specialized skills; and the potential option of self-employment.

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These research findings demonstrate why alumni/students are motivated to pursue the trades and the influence of personal aspirations, coupled with an array of anticipated economic benefits associated with working in the sector. When reflecting on these findings against the study Trading Up: Why the Future of Education in Canada Must be Skilled (Callegher, 2018), I find it encouraging to learn that working professionals in the skilled-trades rate their job satisfaction and fulfillment as very high. Out of 986 respondents to Callegher’s study, “the mean score for satisfaction amongst tradespersons is 79, compared to 70 for the general public; the mean score for fulfillment is 76 amongst tradespersons, compared to 66 for the general public”

(p. 18). Public data specific to job satisfaction amongst employed trades-professionals is encouraging and may further motivate and support learners in the skilled-trades as they pursue their career goals. These related studies support the need for increased awareness and the demand for ongoing data collection to promote and inform the dialogue specific to careers in the skilled-trades.

6.4 Pan-Canadian Valuation of the Skilled-Trades

British Columbia educator Rodger Hargreaves dedicated his professional life to fostering greater awareness of the skilled-trades, by supporting youth transition into rewarding trade-based careers. Hargreaves (2013) stated that “teachers appear to continue to value the success of students in the academic tracks more highly than those in vocational or work- oriented options” (p. 32). Subsequent insight presented by the Canadian Apprenticeship

Forum CAF (2014b) Apprenticeship analysis: Educator perceptions of careers in the skilled- trades outlined that across the trades education spectrum, “educators are a key youth influencer” (p. 1). The CAF (2014b) survey findings have been summarized, showing documented educators’ perspectives of the trades, in comparison to the CAF (2013) survey

223 amongst youth, followed by a later study amongst parents CAF (2014a). The combined key highlights are presented in Table 6.2.

Table 6.2 Canadian Apprenticeship Forum Youth, Educator, and Parent Survey Highlights 2013-

2014

• Educators surveyed indicate that less than 25% of the students to whom they work with have an interest in the trades. ▪ While 42% of youth surveyed noted that they would consider the trades as a career choice. • 93% of the educators outline that they promote the skilled-trades as a career option. ▪ While only 19% of youth surveyed indicate that educators promote the trades; 13% of parents confirmed awareness that educators are encouraging the trades as a career option. • 4% of educators outline that university education is a stronger option than the skilled-trades. ▪ 29% of youth surveyed note that university education was of greater value than trades training, compared to 17% of surveyed parents. • 13% of educators surveyed indicate that weaker 22 students who are not academically inclined are better suited to the skilled-trades. ▪ 21% of surveyed youth and parents identify that the skilled-trades as a logical education path for weaker students. • 91% of the educators surveyed confirm that they anticipate there will be a continuous demand for the skilled-trades. ▪ Compared to 59% of the youth surveyed note that there is expected continued demand in the skilled-trades; parent responses show that 80% of respondents anticipate a continuous demand for the skilled-trades.

Note: Adapted from Apprenticeship Analysis: Youth Perceptions of Careers in the Skilled-

Trades, by CAF, 2013; Apprenticeship Analysis: Educator Perceptions of Careers in the

Skilled-Trades, by CAF, 2014; Apprenticeship Analysis: Parent Perceptions of Careers in the

Skilled-Trades, by CAF, 2014.

These survey results provide data specific to the diverse perspectives spanning youth, parents, and educators and exhibit distinguishable gaps in perceptions and deficits pertaining to the dissemination of education and career-based information. These findings, in addition to a Nova Scotia-based survey conducted in 2010, showcase the influence held by teachers and

22 Terminology as used in survey summary.

224 counselors regarding career planning amongst youth. According to the Nova Scotia

Apprenticeship Board study (2010), over 93% of students surveyed stipulated that they solicited their teacher’s or guidance counselor’s advice to guide career planning (N=924). By increasing the level of awareness of careers in the skilled-trades and the valuation of related training, I anticipate that there will be a greater level of cognizance and ideally an increased recognition of alignment between opinions and perspectives of youth, educators, and parents.

These studies follow observations as presented by Sharpe and Gibson (2005), who state that:

A negative perception of the trades is often cited as having a detrimental effect on

registrations. A number of reports have stressed that both parents and students viewed

apprenticeship as inferior to university, because they believed the trades to be second class

careers with poor wages, unstable employment and little possibility for career

advancement. The secondary education system also has an academic bias, such that

students are both prepared and encouraged to enter university rather than apprenticeships.

Consequently, employers often lament the quality of apprenticeship candidates, which

translates to less labour value to offset the cost of investment. (p. 9)

Also related to the consideration of student awareness and thoughtful career planning,

McKinsey and Company (2015) reported that only 38% of Canadian youth noted that they had adequate information to enable their education planning (N=1,500). The Youth in Transition

Bridging Canada's Path from Education to Employment study states that 75% of the respondents identified how they specifically had access to core academic programming options, while only

53% had access to information specific to vocation, technical, and trades related programming.

The pan-Canadian references are significant to this research study because they present previously compiled data representative of a broader Canadian context specific to the skilled-

225 trades. When combined with this research data, the pan-Canadian data validates that the valuation of the skilled-trades is influenced by six primary stakeholder groups. These are stakeholders with varying levels of awareness, engagement, and applied knowledge about the skilled-trades. These individuals and organizations will and can play a vital community-based role in developing and sustaining the trades training-education framework. The level of support and influence stemming from each stakeholder group will obviously vary. Based on the national data, there is evidence that the valuation of the skilled-trades from the perspective of learners is influenced by their networks and surroundings, confirming that community involvement is essential to progress.

Recognizing the influence of these diverse stakeholder groups is substantive when implementing a regional-based trades training-education framework. Ideally, the framework as a whole would support local knowledge development of trades-based careers, industry requirements and standards, essential skills and competencies, associated training and education, employment prospects, and pathways for advancement. By organizing and establishing a regional network and framework for the skilled-trades, assumptions, motivations, and needs may be readily monitored and addressed, which can directly and indirectly influence the valuation of the skilled-trades, as a chosen career path for learners and the public at large.

Across the breadth of pan-Canadian reports and the data as presented by research participants throughout this study, I have observed that the valuation of the skilled-trades is directly dependent on:

(a) Valuation as informed by family and peers.

(b) Valuation as informed by junior-secondary education bodies, educators, and

community.

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(d) Valuation as informed by industry groups and associations.

(e) Valuation as informed by higher education and as enabled by academic

programming and supports.

(f) Valuation as informed by government and leaders alike who inform policy,

education/training and workforce development mandates.

The three stakeholder groups who hold the capacity and authority to formalize greater awareness and progress through policy, accredited education and employment are: government; higher education; and industry. These three bodies have the aptitude to activate amendments, which can have a profound and immediate, long-term impact on the skilled-trades. I suggest that a regional trades-centric skills development framework ideally involves all the primary stakeholders to instill, inform, and enable a coordinated system of collaboration. The synergies realized through collaboration can lead to positive outcomes by increasing the overall valuation of the skilled- trades.

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Figure 6.2 Regional Stakeholders Influencing the Valuation of the Skilled-Trades

The challenge is that there are direct and indirect influencers within the subtle hierarchy of stakeholders, and the interplay between and across these groups can be complex across any given region. A trades training-education framework will need to sustain a focus on establishing a collaborative trades-centric learning ecosystem while remaining conscious of the inevitable flexing of needs and interests associated with the multiple stakeholders. All while knowing that the ability to meet stakeholders' priorities and expectations could ultimately influence the overarching valuation of the skilled-trades on the whole. The following schematic represents my perspective of the linkages and interplay between the various stakeholders, while respecting that such engagement can influence yet heighten cooperation and collaboration. I note this consideration while aspiring to encourage and stimulate related linkages in support of formalizing a regionally-led and empowered learning ecosystem.

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Figure 6.3 Interplay Across Regional Stakeholders Influencing the Valuation of the Skilled-

Trades

Across pan-Canadian reports and now this study, there have been various calls-to-action by individuals engaged within the skilled-trades, industry, and related associations, which affirm and substantiate the merits of investing in the skilled-trades. The collective insight speaks to consistent factors which have and continue to influence the valuation of the skilled-trades which include: awareness of the skilled-trades as a viable career choice; commitment to trades training and education policy; and recognition of the skilled-trades as a vital economic driver, and respected form of education as a field of study, and career choice (Buck, 2014; CAF, 2018b;

HRDC, 2002; Robinson, 2017; Robinson & Watts-Rynard, 2017).

This study exhibits an impressive level of regard by research participants for the skilled- trades, while recognizing that those involved in the research held a close affiliation to the sector.

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Specifically related to the alumni/students and their commitment to the skilled-trades and training, it is worth noting that many of the research participants identified themselves as being in the early phase of their skills and career development. While contemplating the pan-Canadian data and the increasing concern of completion rates, the regional data emphasizes the need for an enhanced role for higher education in supporting educational aspirations of trades learners, retention and progression, and succession through meaningful employment. By reflecting upon the alumni/students’ aspirations, motivations, and enthusiasm, we can identify various means of elevating the image and credibility of trades in the region. The recognition of trades programming as a formal ‘academic’ field of study is essential for addressing the many misconceptions about trades programming's lack of legitimacy.

6.5 Career Opportunities, Diversity, and Mobility

Alumni/students (n=119) submitted qualitative data which outlined that creating and engaging in physical work is just one of the many attractive attributes of working in the skilled- trades (30%). While diversity, flexibility, and satisfaction are the second most attractive attributes of trades-based employment and training (26%). Flexibility with an emphasis on mobility that enables trades professionals to work across the nation has been deemed a priority by the federal government and is reinforced by the pan-Canadian harmonization initiative. The pan-Canadian trades training harmonization initiative was instituted to promote and enable mobility, which is of value for apprentices who elect to pursue training and/or employment across provinces and territories. With harmonized apprenticeship training, trades workers are qualified to work across Canada, which has previously been restricted. This progress is noteworthy while respecting that even with this development, trades professionals who hold ambitions towards further career and educational advancement will continue to face complex barriers due to the lack of formal credentialing of their skilled-trades training.

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With respect to educational advancement, although the CAF (2018b) states that the Red

Seal Endorsement (RSE) should be recognized as being equivalent to academic degrees and diplomas, such formal accreditation does not currently exist. With the recognition that academic achievements of Canadians are a marked national deficiency according to reports by the

Conference Board of Canada (2013), the momentum exists to advance timely progress on the credentialing and accreditation front specific to the skilled-trades. By recognizing a credentialed trades apprenticeship program framework within the context of higher education, graduates could be afforded alternatives for advancement while capitalizing upon opportunities for further education and career succession. This is increasingly relevant, given that over 77% of the job openings in British Columbia projected through to 2029 will require a college credential or trades designation (MAEST, 2019).

6.6 Skilled-Trades Education Curricula and Transferability

Although alumni/students and non-student research participants expressed high regard for trades training and careers, several points of concern were noted. Alumni/students stated that trades training is complex and rigorous and that they cannot understand why there is a distinction between trades training and other academic programming offered at the community college.

Across the study, alumni/students expressed concerns and confusion regarding trade credentials.

These observations were outlined by non-student participants with direct references made during in-person interviews specific to the fact that trades programming needs to be formally acknowledged as college-level programming. Interviewees also stressed that they believed that college-level credentialing in the trades will be mandated to support students and their career advancement in the immediate or near future. These explicit opinions were followed by observations regarding how industry highly values the apprenticeship trades training model, yet in Canada, unlike Europe, there is limited public awareness and appreciation for the

231 apprenticeship qualifications model. Non-student participants articulated that this lack of understanding and appreciation for the apprenticeship model has impacted the overall valuation of trades training which is further complicated by the lack of college credentialing.

The Conference Board of Canada (2013) has emphasized that Canada needs to address existing and compounding learning recognition gaps directly pertaining to the skilled-trades.

Options for apprentices and Red Seal holders to pursue advanced education are limited due to the lack of formalized academic college credits in skilled-trades. Given the present state of trades training in Canada, the responsibility falls upon higher education to invest in policy and curricula that facilitate the formalization of related training and education in learners' best interest. Failure to carry out these developments impacts the skilled-trades as an integral sector of regional economies.

Program development warrants attention to alumni/students' curricula and career interests, while recognizing national and global demands. As authored by Lane and Murray (2015, 2018), a recent Canada West Foundation report depicted how industries are facing rapid and dynamic advances in technology, sparking the need for workers to remain current, which is increasingly evident in the skilled-trades. These advancements substantiate that educational programming must prepare learners for the shifting workforce requirements, including essential workplace competencies and literacy. According to modern researchers, Canada is facing a literacy conundrum as “Canada’s workforce requires high levels of literacy,” yet “many Canadian workers have poor literacy skills” (Lane & Murray, 2018, p. 2). This concern is affixed with the need for employees of the 21st century to hone the ability to work in complex multi- interdisciplinary environments while demonstrating the capacity to problem solve and achieve a combination of specialized and diverse job requirements (Davos-Klosters, 2013). Trades specific

232 related data as presented by the Canadian Apprenticeship Forum (2014c) emphasizes that employers are declaring an urgent need for transferable core competencies that include: adapting to change and new work processes; use of advanced technologies; and the ability to work as cohesive teams. As previously noted, these concerns are magnified by Drummond and Halliwell

(2016), who stated that the workforce of the 21st century also requires competencies specific to

“collaboration, communication, problem-solving and people skills” (p. 6). Employers “are increasingly looking for workers with multi-faceted competencies” who demonstrate an ability to carry out common everyday cross-functional tasks (p. 2).

The necessity for transferable competencies is compounded when contemplating emerging economies and career diversification opportunities for trades professionals. Opportunities that include the pursuit of employment associated to business and/or entrepreneurism. The competency considerations within the realm of business and entrepreneurship identified as having the most significant value to the alumni/students (n=122) and non-student research participants (N=25) are as follows:

Table 6.3 Top Ten Skills Identified as Complementing Existing Trades Training

TOP TEN SKILLS AS IDENTIFIED BY TOP TEN SKILLS AS IDENTIFIED BY ALUMNUS/ALUMNA/STUDENT NON-STUDENT RESPONDENTS RESPONDENTS (n=122) (N=25)

1 Budget Management Legalities of Business 2 Negotiating and Preparing Contracts Budget Management 3 Project and Contract Costing Negotiating and Preparing Contracts 4 Project Management Project and Contract Costing 5 Marketing - Company and Services Marketing - Company and Services 6 Communication Skills Time Management Skills 7 Small Business Management Day to day operations of a Business 8 Day to Day Operations of a Business Communication Skills 9 Legalities of Business Presentation Skills 10 Regional Business Development Regional Business Development

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Alumni/students emphasized during in-person interviews that there is a need across existing trades programming for dedicated instruction on advanced technological applications. Students stated that computers and complex diagnostic programs are increasingly common in the skilled- trades, yet related education is minimal. Alumni/students also articulated that the demand for modernized skills will likely increase through the advancement of solar energy production, electric cars, automation, and the reality that today machines are equipped with programable dashboards. Alumni/Students noted that many shops have integrated computer numerical control machines (20% of N=152). The progression of curricula aligned with transferable skills and advanced technologies within the skilled-trades is a fundamental measure to addressing the reported misalignment of skills and competencies with labour market requirements of the 21st century (OECD, 2018a; Statistics Canada, 2017a).

6.7 Credentialing and Academic Mobility

With respect to apprentice attrition and overall completion rates, this research study sought insight from research participants regarding the valuation of academic credits and credentialing in the skilled-trades. Of the alumnus/alumna/student respondents, 61% held the opinion that individuals in the skilled-trades who have completed foundation and/or apprenticeship training should receive academic credits. In comparison, 18% noted that they were unsure. Of the remaining respondents, 10% noted that Red Seal Qualification is sufficient, and 11% responded that academic credits were unimportant (n=124). What became evident throughout this study is that there was a notable lack of familiarity amongst alumni/students regarding the terms and value of college credits, transferability, and credentialing. This lack of awareness was noted amongst alumni/student response levels associated with questions pertaining to credits, transferability, and college credentials. There was a decline in direct responses from 152

234 respondents to 124. Of the 28 alumni/students who did not respond directly to credential-related questions, a total of 16 chose to submit candid statements as captured in the following schematic.

Figure 6.4 Schematic of Alumni/Students Comments Specific to Credentials and Credits

These comments depict various student concerns and confusion while exhibiting degrees of frustration. The lack of related awareness amongst learners may constrict and/or compromise educational and career planning and, ultimately their success. The alumni/students' input highlights the need to address gaps in awareness while encouraging higher education to invest in trades education, which honours trades learners as they achieve 4-6 years of comprehensive training. This lack of formal academic credentialing has the potential to impact the mid-to-long term education and career goals of learners, which may be perceived as an inequity for the

235 trades-based segment of the learner population. Education and career advancement, credentialing, and, more specifically, the transferability of courses and credits is also of importance. Amongst alumni/students, 70% affirmed that there is value in having the option of transferring courses and academic credits to further their education (n=124). Of the non-student research participants, 92% submitted remarks stating that trades programming should have associated academic credits while noting that such actions will enable continuous learning and ultimately stimulate a greater acknowledgment of trades programming (N=25).

Beyond the quantitative survey data, alumni/students (n=45) also provided favorable views towards credentialing via written submissions. One participant specifically stated that credentials lead to career advancement as they noted that “In some larger organizations people with a trade and a degree are candidates for middle and upper management positions.” With another research participant submitting the observation that “I really feel that there is the need for a credential.

The more qualified you are, the easier it is to get employed.” Alumni/students also stated that credentials “Makes you more valuable depending on your career” and that “more education the better in general.” The valuation of credentials is notable with a reference that credentials “show that said professional has proven that they have the skills to back up knowledge” and with credentials, “You are only more marketable. Shows formal training on top off experience.” The consideration of professional progression was prevalent, with participants stating that “Acquiring such credentials allows individuals more opportunities for career advancement, and also allows for them to be flexible career-wise.” Followed by “Credentials are an important tool to open the door to the job market.”

A Canadian Apprenticeship Forum study (N=754) of relevance to this research presented findings from journeypersons who emphasized the need for increased awareness of the trades

236 as a viable career option (CAF, 2015). The Forum reported numerous recommendations and necessary actions to address awareness and perception of the skilled-trades as a career choice.

These priorities encompass the need to recognize trades-based certificates of qualifications equivalent to an academic credential while providing further transferability options. Each of the recommendations presented through the CAF journeypersons study is ultimately reliant upon timely advancements involving higher education.

Table 6.4 Apprenticeship Analysis the Benefits of a Skilled-trades Career: Journeyperson

Perspective and Experience

• Focus on high-quality training, maintaining standards and the importance of hiring certified journeyperson • Encourage pride and respect in the trades • Combat negative societal attitudes • Promote the trades at high schools • Position a Certificate of Qualification as equal to a university degree • Facilitate harmonization and mobility across the country • Enhance mentoring processes and emphasize the importance of teaching skill sets to advance apprentice skills development • Teach apprentices the importance of maintaining their physical health • Create awareness among employers about the skills tradespeople bring to the workplace, especially among those without a skilled-trades background • Help apprentices find employer sponsors • Support efforts to hire Red Seal journeypersons on federal government projects • Provide incentives for journeypersons to become college instructors • Create better links among apprenticeship, college and university programs that recognize prior learning and facilitate credit transfer

Note: Adapted from Apprenticeship Analysis the Benefits of a Skilled-trades Career:

Journeyperson Perspectives & Experiences, CAF, 2015.

Although academic credentialing and credit allocations are typically standard across the spectrum of higher education, academic credentialing of trades training is uncommon. The

B.C. Council on Admissions and Transfer stated through the McQuarrie (2016) report that it is highly recommended that provincial institutions establish explicit policy pertaining to

237 academic credentialing and credit allocations, complete with policy accounting for ‘all’ institutional-based programming. Specific to transfer credit and mobility options for learners in the skilled-trades, the Apprenticeship Student Outcomes (APPSO) data reported by BCStats

(2017b) are significant. The APPSO data stipulated that 48% of the apprenticeship respondents identified as having completed previous post-secondary education. This is a motivating factor when endeavoring to meet present-day learner interests and needs while formalizing expanded opportunities for continuous learning.

Looking beyond regional and national-centric opportunities for education and career mobility, Pechar and Andres (2011) have stated that the inevitable “globalization of labour markets” will involve and demand the requirement for formalized academic credentialing (p.

47). The delay in formalizing trades training in the academic realm may be perceived as a lack of commitment to trades learners and a blatant disregard for the trades as a recognized discipline of study. While respecting the decades of discourse specific to what is or may be deemed a discipline of study, the skilled-trades meet the definition of a discipline of study. As articulated by Turner (2006), “a discipline may be defined as an organized perspective on phenomena that is sustained by academic training or the disciplining of mind” (p. 183).

Turner also promoted the formal recognition of a discipline as being associated directly to affiliated employment, which requires a specialized set of knowledge and skills. Regardless of the decades of dialogue regarding academic disciplines, the need and demand for the skilled- trades to be recognized as a formal field of study is upon us.

6.8 Advancement of Credentialing in the Skilled-Trades

Although Canada is known to have invested in the continuous improvement of trades training and apprenticeship models across each province and territory, there continues to be a need for the formalized acknowledgment of the trades as a credible discipline of study with

238 associated academic credentialing. Various program reviews have been conducted over past decades, with the launch into the 21st century evoking further contemplation of the Canadian apprenticeship system as highlighted in the Knowledge Matters report by Human Resources

Development Canada (HRSDC, 2002). The HRSDC report prepared over 18 years ago outlined acute workforce concerns which continue to resonate today with the report outlining that:

“skilled-tradespeople are in great demand” and need to be addressed; “Canada is not training sufficient numbers of people to meet this demand”; and “this shortage could significantly limit our economic growth in the future” (HRDC, 2002, p. 31). These calls-to-action remain relevant and important even now, almost two decades later, including the consideration that the nation needs to “facilitate mobility and access to post-secondary education for adult learners and students” and “encourage Canadians to look to the skilled-trades for employment” (p. 35). The report also stipulated that “the learning system must be strengthened if we are to meet the skills and labour force demands of the next decade” (p. 8).

The previously referenced and highly reputed report prepared by McDonald (2014) presented a milieu of expectations for considerations specific to British Columbia. The report findings remain relevant and now coupled with the data from this study, reinforce overdue actions to which the provincial training authority and higher education are wise to take heed and address:

• Develop training that is relevant and responsive to industry, community, and labour

needs.

• Attract young people into the trades, promote the benefits of trades as a career and assists

in the transition from school to work.

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• Demonstrate the link between effective skills training and improved productivity and

global competitiveness.

• Create efficient, effective, and flexible training delivery and certification processes.

• Ensure labour mobility under trade agreements to ensure recognition of worker skills

developed elsewhere.

Note: Data from The Industry Training Authority and Trades Training in BC: Recalibrating for High Performance, McDonald, 2014, p. 17.

These priorities are indirectly referenced in the annual provincial Mandate Letters23 issued to the Industry Training Authority and subsequently to higher education by the Minister of

Advanced Education on behalf of B.C.’s premier. The mandate letters have commonly outlined concerns about apprenticeship completion rates and barriers to retention and completion, which has solicited higher education’s support. Given these unremitting needs and expectations, it is up to higher education to take the next steps to fortify programming ultimately and to formalize academic credentials with a determined commitment to enhancing the valuation of the trades as an education and career choice. B.C.’s institutes of higher education have the authority to advance education in the best interest of learners as appointed under the British Columbia

Government, College and Institute Act (2019) to “establish a method by which courses of post- secondary education or training may be accredited” (p. 2). This order needs to be applied immediately with the commitment of acknowledging skilled-trades programming.

23 Annual mandate letters are issued by the Ministry to the Industry Training Authority who then issue letters of expectation to provincial institutions and trade organizations who hold a mandate of delivering trades training and education.

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6.9 Apprenticeship Training, Credentialing, and Accreditation

The formalization of trades training and education aligns with the priorities outlined by government and as communicated by the B.C. Federation of Labour with the federation emphasizing the importance of an effective trades training system (BCFED, 2017):

The future success of B.C.’s apprenticeship system depends on its ability to develop

the skilled workers employers need, with the breadth and depth of skills and

qualifications required to adapt to changing economic conditions and innovation. An

effective trades training system is essential for developing and maintaining the

skilled workforce required for a well-functioning economy. (p. 6)

The B.C. Federation of Labour maintains that the apprenticeship system in Canada is pivotal to the provincial and national economy (BCFED, 2017).

Although the Industry Training Authority is the body legislated by the British Columbia government “responsible for building a trades training system that provides students and apprentices with high-quality skills to fully participate in B.C.’s growing economy” (Ministry of

Advanced Education, Skills and Training, 2019, p. 1), it is the B.C. colleges who hold the authority to develop and formalize related credentials (British Columbia Government, 2019).

These are credentials to extend beyond the issuance of the Certificate of Apprenticeship (CofA) and Certificate of Qualification (CofQ) as authorized by the ITA. These are college credentials that acknowledge the theoretical, technical, and applied learning as achieved across the skilled- trades. B.C. colleges ultimately hold the principal role in advancing with the formalization of trades training and education in British Columbia.

The opportunity exists to advance with a progressive programming model that offers academic trades credentialing as requested at the pan-Canadian level and substantiated regionally by the direct insight of alumni/students and non-student respondents. The time has

241 arrived for the host institution of this study to lead higher education with formalized trades credentials. This research study reflects firsthand insight by those directly involved, engaged with, and impacted by the current trades training model.

6.10 Entrepreneurship, Business, and the Skilled-Trades

Respected scholars speak from a systems perspective and encourage insightful exchanges specific to entrepreneurship education and the advancement required for the 21st century. They promote and stimulate contemplation of entrepreneurship and business education while emphasizing its relevancy across all fields of study and encourage educators to move beyond standard academic boundaries. Moving beyond academic boundaries promotes multidisciplinary and interdisciplinary learning, strengthening the development of business and entrepreneurial competencies (Aldrich, 2012; Greenwood et al., 2008; Landström et al., 2012).

The opportunity exists within the pan-Canadian economy to support and promote the small business and entrepreneurship sectors by advancing education and skills development. Higher education holds a vital role in business and economic development through the delivery of relevant educational programming (Fisher et al., 2010; Innovation, Science and Economic

Development Canada, 2019a; United Nations, 2016).

As noted, when research participants were queried about the value of trades-based business and entrepreneurial skills training/education, alumni/students indicated that there is interest and awareness of the existence and value of small businesses in the trades. In summary, a total of

74% of alumni/students stated ‘yes’ there is value in offering related programming, 17% stating that there ‘may be of value.’ In comparison, 9% indicated that they hold the opinion that there is no value in related programming (n=139). Amongst respondents, 79% indicated that they have contemplated self-employment, of which 54% expressed that business ownership and/or entrepreneurship is in their future, with the remaining 25% indicating an interest yet concern that

242 they are “not sure where to start” (n=130). This data was complemented by insight from non- student research participants who submitted that offering learners in the skilled-trades access to business and entrepreneurship programming would be beneficial, given the reality of today’s 21st century workforce requirements (100% of N=25).

Alumnus/alumna/student research participants further asserted through written submissions that entrepreneurship and business programming are valuable. They depicted an appreciation for related education with such comments as “Even if they don't start their own business, it's important to understand how a business works.” Respondents stated that related programming will “Open doors for people interested in owning a trade business, as there is lack of knowledge of where to start.” There was also noted regard for knowledge transferability, as programming

“Will be valuable education whether you are an employee or employer.” Followed by the practical consideration that “Education saves business owners from making mistakes.” With statements of confirmation that “There is value in this initiative as it allows individuals to plan a long-term future for themselves and their families.” With others holding a pragmatic perspective,

“If you’re informed, you’ll make better business decisions.” In addition to thoughtful notations which encourage a practical and grounded approach to program advancement, “Do people really understand entrepreneurship?”

The alumnus/alumna/student insights coupled with that of the non-student data reinforce the timely opportunity for business and entrepreneurship education. Of the non-student respondents, 98% indicated that access to trade-based business and entrepreneurship courses is important for both apprentices and journeypersons. Across the non-student research participants

(98%) submitted that core business and entrepreneurship competencies are relevant to a range of trade positions (N=25). Written opinions from non-student participants spoke to “the current

243 labour market is changing so too are employment roles. Some students and graduates may seek to explore non-traditional employment opportunities such as self-employment. Having this as part of the curriculum will add value to students.” While others emphasized the importance of related programming out of concern that “entrepreneurship is at an all time low in Canada” and that “ this is a significant weak spot in the industry - honing the ability to apply applied field skills while transitioning into the unknown of the business world. Many upstart companies falter in this unnecessarily, due to unpreparedness.” Like alumni/students, the non-student participants expressed that “Understanding the business of the trades will help even those not inclined to own their own business.”

Junor and Usher (2008) stated that there are generally three variables influencing an individual’s decision to pursue advanced education, which include “information/motivation, financials, and academic aspirations” (p. 4). Throughout this study, participants expressed a high level of motivation towards entrepreneurship and business competencies for the 21st century, yet referenced the quest for more information. During the in-person interviews, all alumni/students and non-student participants stated that there is generally a conservative level of awareness about entrepreneurship and small business development across the region (N=6). One particular comment by a non-student participant during the interview stood out when they asked, “How often do you hear someone declare that they are an entrepreneur or business owner? It’s most common for someone to define their employment based on a known field of specialization or discipline.” This prompts the thought, what if business ownership and/or entrepreneurship became part of our daily lexicon? Would there be a correlating level of awareness and appreciation for business and entrepreneurship? Would such relative exchanges enhance the level of mindfulness related to the make-up of regional economies? These are all worthy

244 considerations when contemplating the overall structure of a regional learning ecosystem and the emerging trades training-education framework.

As evidenced through the alumni/students and non-student research participant data, there are several perceived and anticipated barriers for future business owners and entrepreneurs. The data emphasized the importance of financial resources and expertise, related knowledge in business and entrepreneurship, and access to support resources, education, and training.

Acknowledging these potential barriers is critical to the advancement of programming while also respecting that such barriers should be supported and addressed through policy. At the regional, provincial, and federal levels, policy is inevitably influenced by legislation that is guided by needs and opportunities. I note this because federal priorities and directives often influence policy, and it is essential that regions and provinces document and declare needs of relevance to their communities to ensure regional data guide that policy. Macro-level federal priorities and mandates are of significance to each province and thus, regional needs must be known, with this insight being dependent on regional-based data collection and progressive representation.

Specifically speaking to this study, at regional, pan-Canadian and federal levels, there are opportunities to strengthen the degree of dialogue, awareness, and potential acceptance of the importance of regional data related to business and entrepreneurship in the skilled trades. In practical terms, the regional consideration of business and entrepreneurship in the skilled-trades needs magnification. Reverence for the skilled-trades should be promoted through national networks and ultimately by a government committed to raising awareness and stimulating respectful regard for diverse forms of employment. The opportunity to profile entrepreneurship and small business as a career choice in the trades exists yet is not fully realized across existing platforms. For example, the respected Canadian Apprenticeship Forum released the following

245 schematic entitled The Benefits of a Skilled Trades Career for Journeyperson as published in

2015. The schematic showcases a lost opportunity to disseminate information and to increase awareness of the association of entrepreneurship and business with the skilled-trades.

Figure 6.5 Career Options for Journeypersons

Note: Data from Apprenticeship Analysis: The Benefits of a Skilled-trades Career:

Journeyperson Perspectives & Experiences, CAF, 2015, p. 9.

If the government, industry associations, educators, journeypersons, and community could commit to a common and at minimum consistent approach to profiling entrepreneurship and small business, the release of related communications may increase the level of awareness of career and educational pathways. A strategic enunciation of the value of entrepreneurship and business skills and education could be interwoven into and integrated throughout national data and reports, which would contribute to increased levels of awareness. For example, the publicized career options spanning the trades as presented by CAF (2015) would benefit from a timely modification to include a reference to employment associated with business or entrepreneurship as employees, business owners, or entrepreneurs.

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Figure 6.6 Career Options Spanning the Trades Presented by Canadian Apprenticeship Forum

2015

As Employees, Business Owners or Entrepreneurs

Note: Modified from Apprenticeship Analysis: The Benefits of a Skilled-trades Career:

Journeyperson Perspectives & Experiences, CAF, 2015, p. 13.

The CAF (2015) study also presented an informative overview of the phases of lifelong learning common to careers in the skilled-trades. This 2015 schematic highlights the pursuit of business or technical education and acknowledges that business skills are relevant to the skilled- trades. Thus, there is value in aligning these two referenced schematics to further substantiate entrepreneurship and business ownership as a recognized career option specific to the skilled- trades.

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Figure 6.7 Career Progression in the Trades as Presented by Canadian Apprenticeship Forum

2015

Note: Adapted from Apprenticeship Analysis: The Benefits of a Skilled-trades Career:

Journeyperson Perspectives & Experiences, CAF, 2015, p. 13.

Also, of relevance is a federally produced report by Industry Canada entitled The State of

Entrepreneurship in Canada by Fisher et al. (2010), which outlined five core conditions termed as leading to entrepreneurship in Canada. These conditions are identified as “technological change, regulatory change, economic change, social change, and democratic change” (p. 6).

Although the report identified that all conditions encapsulate fundamental societal, policy, capacity, and economic factors, there is an urgency to recognize a sixth distinct condition that

248 influences Canada's state of entrepreneurship. This condition needs to be respected and acknowledged as being distinct and influential. The condition is that of education and training.

Education is a condition in-of-its-own that can foster planned and sustained entrepreneurship and business development. Skills training and education, which directly contribute to developing a skilled workforce, are critical for economic growth and regional sustainability (Dickson &

Harmon, 2011; Mankiw et al., 1992). As referenced, the World Economic Forum (2009) stated that “entrepreneurship education can be a societal change agent, a great enabler in all sectors” (p.

7). Given Canada’s current economic conditions, I strongly suggest that it is prudent for educators, politicians, community leaders, and government to recognize that education and training is a distinct condition that has a direct impact on the state of entrepreneurial development in Canada.

Figure 6.8 Industry Canada: Conditions Leading to Entrepreneurial Opportunities

Note: Adapted from The State of Entrepreneurship in Canada, Fisher et al., 2010. p. 6.

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Although this research study did not present data specific to the above-noted reports and schematics, the study did bring to the forefront the importance of learners having access to and awareness of the diverse career opportunities related to the skilled-trades. These examples of association-led and federally produced and endorsed publications provide a platform for expanded dialogue regarding business and entrepreneurship across communities, amongst economists, educators, policymakers, and leaders. The potential to elevate the profile of business and entrepreneurship in Canada exists, and a conscious effort needs to be deployed to inform related dialogue, planning, and ultimately policy development. Such efforts could be expanded upon while emphasizing that entrepreneurs are often the founders of organizations, corporations, and non-government entities as dispersed across Canada. These entities are initiated by motivated and self-directed individuals while holding a vision and having the fortitude to pursue a goal and a dream. By investing in Canadians' personal and professional growth, the nation’s economy will be better poised to adapt to the dynamic economic shifts of the 21st century on a regional and national scale. Clark and Saade (2010) stated that since the mid-1900s, entrepreneurship and small businesses have been vital to regional economies, acting as powerful engines, boosting job creation and economic growth across North America.

6.11 Entrepreneurial Programming and System Considerations

Katz (2003) observed that the number of American-based entrepreneurship courses offered at both the college and university levels has grown significantly since the 1970s from a select few to over 1,600. In Canada, there were an estimated 72 courses in 1979, increasing to over 445 by 2008 (Menzies, 2009). Although entrepreneurial programming has increased significantly, there continue to be varied perspectives related to its associated academic legitimacy, thus limiting the potential for program expansion. Blenker, Dreisler, and Kjeldsen

(2006) stated that institutions that are inclined to engage in entrepreneurial programming need

250 to define and commit in a fulsome manner to develop entrepreneurship education as a process, supported by an integrated and applied model that respects the investment of people motivated to pursue relative careers. De Faoite, Henry, Johnston, and Van der Sijde (2003) outlined that there is an increasing body of academic research focused on the effectiveness of entrepreneurship programming. They noted that across many of the studies there was evidence of a common limitation of most program models, as few addressed the need for integrated student resources and supports. Drucker (1985), who is reputed for his innovative approaches to management, authored Innovation and Entrepreneurship, where he declared that entrepreneurship skills can be acquired through education and mentorship when facilitated through an integrated support system. He stated that entrepreneurship is not an innate ability, thus the opportunity is available to anyone qualified and determined to persevere.

De Faoite, Henry, Johnston, and Van der Sijde (2003) and Drucker (1985) have recommended that entrepreneurship programming be considered a priority, emphasizing that students need to apply their learning within the context of their chosen profession, while recognizing the need for support resources that would enable their success. By respecting this scholarly advice, this study was committed to gaining insight from research participants to include resource and support considerations related to training, education, and program development. All alumni/students (N=152) were forthcoming in providing their input regarding institutional, industry, and community supports and their importance in the skilled-trades. The top five identified supports encompassed work experience, co-op placements, access to mentorship, scholarships, and regional support networks. The related scholarly insight and this research data speak to opportunities to bolster a regional learning ecosystem with a focus on business and entrepreneurship.

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Given the insight presented, it is prudent to recognize that the development of entrepreneurial programming and related competencies are complicated due to the varied perspectives of whether entrepreneurial programming holds any academic credibility or legitimacy. The progression of trades education and entrepreneurial programming are ultimately both constrained by ambiguous perceptions of academic legitimacy. Thus, an opportunity exists to directly inform what could very well be recognized as a newly enhanced field of study.

Pittaway and Hannon (2008) argued that academic credibility needs to stem from an association with a discipline or subject that is recognized through scholarly works and advancement. Katz

(1991) has articulated that entrepreneurial programming's academic credibility has been substantiated through literary works, progressive worldwide development, growth in professorships, and the demonstrated commitment to the field of study through formalized bodies and centers promoting research, knowledge development, and dissemination.

The academic legitimacy of trades-based business and entrepreneurship programming is poised to be vetted by modern educators who recognize the emergence of a newly advanced field of study. Academic legitimacy has traditionally been confirmed by developing perspectives as achieved through critical thinking, sound reasoning and demonstrated through independent study. With this in mind, the rapid advancement of education in the 21st century undeniably warrants that academic legitimacy can be expanded upon to honour diverse fields of study and varied learning methodologies. Whether demonstrated through a formalized thesis, practice, or application, competency development and knowledge acquisition involve critical thinking and sound reasoning and the process of vetting theoretical knowledge and applied learning over a learning continuum. A learning continuum that enables the opportunity to demonstrate and refine knowledge through analysis, reasoning, and application, which are the

252 tried and valued characteristics of globally accepted apprenticeship-based learning practices.

Knowledge development in the 21st century will increasingly be expected to honour multidisciplinary and interdisciplinary approaches to learning and development as directly relevant to addressing the complexities of society today.

Pittaway and Hannon (2008) noted that sustainable entrepreneurial programming depends on multidisciplinary and interdisciplinary insight to be ideally facilitated by regional expertise and faculty. However, they caution on the potential perils of only confirming faculty who hold formal business or entrepreneurial education yet have no applied experience, stating that directly related and applied knowledge is critical. Entrepreneurship education is similar to the trades, as any training and education led by an inexperienced trades professional will be fraught with numerous shortcomings. Pittaway and Hannon (2008) also cautioned higher education on installing traditional structures consisting primarily of theory-based programming. They state that such models directly impact and constrain opportunities for applied learning by limiting the progression of education beyond case studies and the bounds of the classrooms.

Although educators and scholars have enunciated the benefit of consistency and consensus regarding core entrepreneurship curricula and pedagogy, Gartner and Vesper (1994) pointed out how an argument may be made that each institution may have unique curricula needs. Needs that align with the socio-economic conditions of any given region, thus programming may inevitably vary. The ambition of establishing internationally recognized common core entrepreneurship and small business competencies is logical given the influence this may have upon academic legitimacy. Yet, the primary consideration and appreciation of the value of customization to suit regional and sectorial needs to be appreciated.

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During the period of this study, there were no available or formalized frameworks for interdisciplinary trades programming specific to entrepreneurship and business development.

Johnson (1972) referenced that interdisciplinary skills could be enhanced through training and education. His work has prompted the consideration that interdisciplinary programming needs to be guided by stakeholders representing diverse needs while offering venues that stimulate the development of core specialized skills associated with any area of expertise. White and Harris

(1961) referenced the psychological consideration of encouraging creative thinking by engaging community and multiple stakeholders to support a holistic approach to program design. These scholarly insights resonate as the interdisciplinarity of trades education extends beyond a primary field of study, providing an opportunity to engage students, community, business, and industry in recognition of knowledge and skills development as informed by multiple stakeholders amidst constantly changing dynamic realities.

In addition to regional and community engagement, Klein (1990, 1991) reinforced the idea that interdisciplinary program development within higher education requires the insight of interdisciplinary teams, including administration, advisors, counselors, and recruiters complemented by experienced faculty. He emphasized that inclusive program development incubates interdisciplinarity and fosters enhanced curriculum development, system development, and formalized networks. Such networks have the potential of leveraging knowledge capital that promotes and ultimately nurtures enhancements and expansion (Boyer, 1982; Jacobs & Hawley,

2009). Educational programming fostering global entrepreneurship within an interdisciplinary context is needed more-than-ever in higher education (Kuratko, 2005). Scholars have noted a lack of research specific to valuing interdisciplinarity, which has been deemed a hindrance to the

254 progression of education, innovation, and development, which are vital for the advancement of entrepreneurship at regional and international levels (Kuratko, 2005).

Kuratko (2005) referenced the need to establish a commonly accepted educational framework, one supported by suitable learning strategies promoting entrepreneurship that honours regional needs and cultural diversity. He also emphasized that there should be no mistake, entrepreneurship is the driving force for ingenuity and innovation, a force that incubates and propels individuals towards small business development or expansion. Ibrahim and Soufani (2002) noted that both “entrepreneurial traits and managerial skills” are required for the success and advancement of Canada’s small business sector and that the education system holds a critical role in providing students with the opportunity to develop their core skills and to create the space to hone their entrepreneurial traits (p. 427). Relative skills development and curricula need to be infused across all levels of education in the best interest of students as they prepare to transition into the multi-faceted realities of today’s work environment. Scholars and educators have clearly articulated that modern program pedagogy should provoke critical thinking, decision making, problem-solving, and ultimately skills development for the real world. Today’s education system needs to foster a learning environment that promotes and enables learning as a dynamic process, allowing time for exploration and mistakes, which are essential elements to the valued experience of knowledge development (Ibrahim & Ellis, 1998).

6.12 Trades Training and Education: Program Advancement

The ongoing review of apprenticeship training systems and related programming is not isolated to only Canada. At an international level, over the year's apprenticeship systems have been assessed against needed adjustments and in response to shifting labour markets (Bertrand,

1998). The established apprenticeship structure in Canada is intended to enable skills development and career mobility seamlessly, which has the basis for much discourse and review.

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Specific to British Columbia, the apprenticeship system will no doubt continue to be assessed and monitored by industry and government for efficacy, continuous improvement, sectorial development, and learner progression. As the system and apprenticeship model continues to acclimate to dynamic evolving conditions, the associated training and education led by higher education warrants further attention, with the pledge to meeting the emerging interests, needs, and motivations of students and industry. In efforts to move beyond the existing apprenticeship structure and at times constraints, higher education is on the precipice of program transformation, a transformation leading to progressive modernized program enhancements.

Program enhancements will honour the trades apprentice as a student of higher learning as they enroll in formally credentialed programming that is purposefully aligned with present and emergent labour market needs and developments.

As previously noted, apprenticeship programming across the nation is undergoing curricular changes, known as the pan-Canadian trades harmonization initiative. This harmonization initiative includes government, industry training authorities, educators, and industry, all of whom have a vested interest in developing core curricula for 36 trades by 2021

(ITA, 2018). Bounded by this advancement, I envision the opportunity to formalize credentialing for the core trades, at minimum, within the host institution of this study. Such an accomplishment will expand apprentice and journeypersons mobility opportunities, with mobility encompassing both career and academic progression.

Research findings show that across the alumnus/alumna/student and non-student research participants, there is an opinion that academic mobility is of significance in the skilled-trades.

Amongst the alumni/students, 73% shared that they may choose to pursue education beyond their core trade if the opportunity arises (n=127), while 70% indicated that they held the opinion that

256 course credits would be necessary for continued education (n=124). Non-student research participants were more definitive in their valuation of credits, with 92% stating that academic credits assigned to trades programming is essential. Research participants noted that program credits are an attribute that affords learners and journeypersons the opportunities for laddering towards continued and advanced education (N=25). This is not a nominal endeavor as Canada currently lacks a credentialing framework that acknowledges all existing trades apprenticeship levels. The allocation of course credits across trades programming can ultimately provide the foundation for formalized academic credentials and increased recognition of the trades as a viable discipline of study while concurrently providing the opportunity for transferability, continuous learning, and advancement for professionals in the skilled-trades.

The Talent Is Not Enough study by the Canada West Foundation (CWF) presented by

Harder et al., (2014) resonated with this research. The author's six pathways to addressing the skills gaps in the skilled-trades as associated with three primary stakeholder groups of industry, education, and government are relevant to the advancement of a regional-based interdisciplinary trades education framework. Gaining access to the CWF report during the analysis phase of this study was intriguing, as the report complements the data provided by alumni/students and non- student research participants. The suggested pathways presented by Harder et al. (2014) are essential elements within the proposed Interdisciplinary Trades Education Development

Framework. Through the input gained from research participants, it became evident that there are at least three additional strategies to address the skills and knowledge gap specific to the skilled- trades:

1. Interdisciplinary education, resources and supportive policy for trades learners,

sponsors, and for individuals pursuing businesses and entrepreneurial ventures.

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2. Credentialing of trades programming at the host institution and ideally at a pan-

Canadian level.

3. Regional and ideally national recognition of the skilled-trades, business, and

entrepreneurship, as a viable career choice and vital economic driver.

Reports by industry and stakeholders have provided insight into what have been identified as impediments to pan-Canadian apprenticeship participation levels, with these obstacles ultimately impacting apprenticeship recruitment, retention, and eventual completion. The identified barriers include: the lack of access to industry as employers and mentors; heavy reliance on the acquisition of work-based training hours; regulations and licensing requirements specific to journeyperson and apprentice ratios; high investment by trainee/apprentices in gear and tools required before becoming licensed; lack of credibility and regard for the trades; misconception of the nature of work in the trades; limited awareness of the potential for career advancement; and the lack of formal credit transferability of core technical competencies to further advance education (CAF, 2011; Sharpe and Gibson, 2005; Stewart, 2009). The commitment and investment by those so inclined to promote the success of the skilled-trades are remarkable while recognizing that with increased awareness of learner and industry needs comes the opportunity to formalize further advancement.

The research data as received by alumni/students and non-students have confirmed a need for credentialing in the skilled-trades while contemplating a trades education framework that supports interdisciplinary programming at the host institution. As my ambition is to apply these research findings towards expanded trades programming complete with a supportive credentialing model, Chapter Seven is dedicated to presenting the Interdisciplinary Trades

Education Development Framework and schematics supporting implementation.

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TRADES PROGRAMMING FOR THE 21ST CENTURY: CONCEPTUAL FRAMEWORK TO PRACTICE

This chapter is dedicated to directing the research findings towards transitioning from a conceptual framework for interdisciplinary trades programming to application and practice. This research study supports the opportunity, need, and value of advancing with two distinct yet interrelated priorities specific to trades programming. These priorities include program development that affords learners access to trades-based education inclusive of transferable interdisciplinary competencies suited to the 21st century and formalized credentialing in the skilled-trades.

There is an evident opportunity to strengthen and expand upon existing trades programming as presented through secondary data and primary data as directly articulated by research participants involved in this study. The research findings offer essential baseline data to advance with interdisciplinary trades programming of value to trades learners and professionals pursuing educational and career advancement. The data received from research participants has afforded the opportunity to augment the original envisioned conceptual framework of interdisciplinary trades programming while strategically establishing skilled-trades training within an integrated regional-based learning ecosystem. A regional-based learning ecosystem that places the community college at the epicenter providing advanced education while facilitating increased regional engagement. Regional engagement focused on enhanced skilled- trades recruitment and retention and empowering timely regional business and entrepreneurship development and succession.

The interdisciplinary trades education development framework and supporting schematics provide a blueprint for 21st century trades programming. The framework and schematics showcase the diverse range of stakeholders vital to fostering and formalizing a regional approach

259 to skilled-trades programming and business and entrepreneurship advancement. The data provides a basis for strategic priorities centered on skilled-trades program advancement inclusive of: regional stakeholder engagement; institutional connectivity and planning; the progression of existing skilled-trades programming; formalizing interdisciplinary programming within a regional learning ecosystem; and establishing a credential framework for the skilled.

7.1 Formalizing Interdisciplinary Trades Programming: Context and Opportunities

As higher education assesses skills development for the 21st century, there is value in looking beyond our national borders to review progressive models for trades training and credentialing as established abroad. Countries such as United Kingdom, Ireland, New Zealand, and Australia are modeling a steady succession towards progressive educational programming and quality assurance standards with focused attention on program transferability. Advancements in these countries have included credentialing of trades and vocational programming. As referenced, one of the central priorities arising from this research study is the focus and need for a formalized credentialing model in the skilled-trades that recognizes existing apprenticeship training along with complementary transferable competencies.

Secondary and primary data have aided to accentuated seven prospective and emergent pathways for learning and accompanying mobility patterns for learners associated with the skilled-trades. When contemplating programming models and credentialing in the skilled-trades, gaining insight into prospective learning pathways and entry and exit points for learners is beneficial to formalizing a model with intended longevity. I suggest that knowledge acquisition and mobility patterns of skilled-trades learners are directly informed and/or dependent upon ease of access to trades programming, the scope of available curricula, and transferability of the programming. These learning and mobility pathways include:

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• Learners exploring the skilled-trades at the pre-apprenticeship/foundation

programming level.

• Apprentices choosing to pursue trades training in multiple locales over consecutive

years in one or more of Canada's territories or provinces.

• Apprentices seeking the opportunity to pursue trades training over staggered and

extended time periods.

• Apprentices motivated to prepare for career diversification who seek the opportunity

to pursue complementary transferable skills.

• Apprentices motivated to acquire formalized academic credential(s).

• Foundation learners and apprentices choosing not to progress through apprenticeship

programming yet are motivated to pursue further education.

• Learners moving from a non-trades programming into the skilled-trades (inward

mobility of learners).

• Journeypersons motivated to pursue more than one trade specialization.

• Journeypersons who have achieved their Certificate of Apprenticeship (CofA) and/or

Certificate of Qualification (CofQ) who seek the opportunity to pursue accredited

academic programming at the host institution (alumni of host institution or beyond).

• Journeypersons who have achieved their Certificate of Apprenticeship and/or

Certificate of Qualification who choose to pursue advanced education beyond the

host institution, elsewhere in Canada, or abroad (outward mobility of learners from

the host institution).

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While contemplating the above variations in learning pathways, I expect that over time, an informed trades-based credentialing model will result in outstanding benefits for learners who choose to hold an affiliation with the skilled-trades. Currently, the lack of a formal credentialing framework associated with the skilled-trades within the regional, provincial, and national learning ecosystem in Canada presents unsurmountable barriers for skilled-trades learners.

Sharpe and Gibson (2005) presented an array of issues and observations regarding credentialing of trades programming, which included: apprenticeship programming needs to be laddered or integrated into the post-secondary system to improve the potential advancement of apprentices; there is a need for flexible credentials; older apprentices should not be disregarded; new programs are needed to inspire young apprentices; and modularization or progressive credentialization policies should involve incentives to promote completion of apprenticeship programming (p. 88).

A year prior to Sharpe and Gibson's (2005) review of Canada's apprenticeship system, the

Canadian Apprenticeship Forum raised the concern that "Trades are often perceived as second- class or dead-end careers with little potential for advancement" (CAF, 2004, p. 3). Related to advancement, Junor and Usher (2008) reported outcomes of a national and global survey, which articulated that student mobility and educational progress are dependent on credit transfer system/s. Their findings also illustrated that learners hold the opinion that having the opportunity to transfer their credits and/or having the option of studying in multiple locations, provides for the opportunity to pursue "diversified education" which is important to enhance "confident, maturity, linguistic competence and academic ability" (p. 3).

As exhibited through this study, expanded programming is of interest to research participants, with 73% of the alumni/students (n=127) stating that they would pursue further

262 education to broaden their professional competencies as directly aligned with the skilled-trades.

The remaining respondents of the total alumni/students expressed a need for more information

(n=25). While, 100% of the non-student research participants provided their full endorsement for expanded curricula inclusive of transferable workplace skills, business, and entrepreneurship competencies, aligned with skilled-trades (N=25). This research data offers the opportunity to progress with a unique programming model formalized as interdisciplinary trades programming, directed to learners pursuing trades-based competencies and credentialed education. Credentialed programming encompassing pre-apprenticeship and apprenticeship training and expanded to include transferable workplace, technological, business, and entrepreneurship competencies of relevance to present-day shifting economies.

7.1.1 Credentialing of Trades Programming

As recent as 2018, the British Columbia Council on Admissions and Transfer (BCCAT) announced an investment into further research building upon the Trades to Academic Transfer report of 2012. The outlined aim of the research was to expand upon the 2012 findings while considering provincial-based opportunities for academic transferability of trades training. The study announced in 2018 is still in progress. The 2012 report prepared by McQuarrie outlined that research is needed to address gaps in trades training data specifically pertaining to: characteristics of existing and prospective students, particularly their needs and educational aspirations; determination of what type/s of credential/s are desired, appropriateness and/or useful for existing and prospective students; attitudes toward academic studies amongst students pursuing the trades; data specific to what supports and resources are needed should students make the transition from trades programs to academic programs; needs of students as they balance school/work and consideration of accommodations as students pursue full-time studies which may impact their earning potential; a model for credit allocation and transferability of

263 trades qualifications; credentialing to support opportunities for academic transfers; and effective marketing strategies to increase awareness and profile of trades programming (McQuarrie,

2012).

McQuarrie's research was predated by the pan-Canadian data represented in the report

Solving the Skilled-Trades Shortage prepared by the Conference Board of Canada (CBoC, 2002), whereby the Board stated that the pan-Canadian system and structural barriers need to be addressed. The report highlighted the importance of collaboration between education and industry, providing ease of access to trades education, and increasing the valuation of the skilled- trades, with each requiring immediate attention for the sector's success. These barriers defined by the CBoC, coupled with the priorities presented by McQuarrie, align with the core attributes of the interdisciplinary trades program framework presented through this study. The urgency of addressing these barriers continues to be profiled across industry reports, highlighting the necessity for learners to gain the competencies aligned with labor market demands and the need for increased and sustained recruitment across the skilled-trades (BuildForce Canada, 2020).

This research study offers an opportunity to address the academic credentialing deficiencies spanning the skilled-trades, and simultaneously leverage supports and resources to expand upon core curricula aligned with the workforce needs of the 21st century. To support such development, provincially-led initiatives and learning resource platforms will need to be adapted to acknowledge and validate the skilled-trades directly. One of these integral initiatives is that of the provincially-led education planning resource recently made available to learners.

The Ministry of Advanced Education has invested in the EducationPlannerBC24 platform, as

24 EducationPlanner BC as funded by the British Columbia government is a web-based platform to help learners make informed education decisions while providing access for planning for success, financial resources, program details, student resources, and resources specific to job search.

264 initiated in 2015. The portal-based planning tool known as EducationPlannerBC provides learners with access to timely information about post-secondary programs across the province, offers direct links to career profiles, program details, and admission requirements while also outlining associated credentials and transferability. The portal-based planning tool enables learners to develop a personalized plan, accompanied by practical details specific to course and program transferability as supported by the B.C. Transfer Guide.25

Unfortunately, programs spanning the skilled-trades are not profiled as being available for transferability within the provincial landscape, which is reinforced by the void of the skilled- trades within the education planner platform. Upon the formal confirmation and approval of credentialed trades programming, a priority action will be to ensure that transfer options are articulated and denoted through this established platform. With the advancements of credentialing trades learners will finally be allowed to engage as active learners within the provincial learning-ecosystem while also benefiting from existing educational planning resources to support their academic planning and career progression.

7.1.2 Credentialing Requirements and Trades Programming

The call for an academic credentialing framework related explicitly to the skilled-trades is a common topic across industry tables. There are well-documented needs and urgency for higher education to recognize and formalize trades training as meeting the rigor of credentialed academic college programming. Any further delay in advancing with related requests symbolizes dated practices aligned with inert systems limiting the potential of learners and trades

25 The B.C. Transfer Guide profiles that “British Columbia possesses a wide variety of post-secondary institutions, consisting of universities, colleges, and institutes. These different types of institutions provide unique educational opportunities to students, whatever your academic interests may be.” (BCCAT, 2020, p. 1).

265 professionals who are vital to pan-Canadian and regional economies. Such advancement will require dedicated resources, with a firm commitment by higher education and stakeholders to strategically guide the relative development of a modernized system suite to the 21st century.

According to the Council of Ministers of Education Canada (2007), the Ministerial

Statement on Quality Assurance stipulates that post-secondary institutions across the nation are accountable for formalizing institutional-based quality assurance frameworks. Institutional-based guidelines and standards to facilitate student access and transferability to ultimately enable learning and academic progression. The Council of Ministers of Education Canada published the

'Canadian Qualifications Framework for Degrees' as adopted in 2007, which is a crucial framework for the proposed programming in the skilled-trades. The following table outlines the degree qualification requirements and the direct alignment to competency standards set for pre- apprenticeship and apprenticeship programming, inclusive of credential descriptors, as determined nationally by the Council of Ministers of Education Canada.

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Table 7.1 Canadian Qualifications Framework for Degrees

As Per the Council of Ministers of Education Canada APPLICABILITY TO PRE- Qualifications Framework for Degrees Adopted 2007 (extracted from pages 2-4) APPRENTICESHIP AND APPRENTICESHIP TRAINING DESCRIPTION BACHELOR'S DEGREE IN THE SKILLED-TRADES Program Design The credential awarded for the bachelor's degree is designed to Trades Pre-Apprenticeship and Outcome acquaint the student with the basic conceptual approaches and (Foundation) programming and Emphasis methodologies of the principal discipline or disciplines that constitute Apprenticeship Training are the program of study, to provide some specialized knowledge, and to completed over an average of 4 nurture the capacity for independent work in the discipline/disciplines to 6 years and include a and field of practice. combination of theory and practice to ensure mastery in Each bachelor's-degree program must meet a substantial and common the chosen skilled trade, while set of competency outcomes, as outlined below, to justify use of the preparing graduates as bachelor's-degree label. The range of bachelor's programs includes: competent practitioners in their skilled trade as demonstrated Programs designed to provide a broad education as an end in itself. • through achievement of the Red They may also prepare graduates for employment in a variety of Seal designation. fields and/or for admission to second-entry professional programs.

• Programs designed to provide in-depth study in academic disciplines. They normally prepare students for graduate study in the discipline(s) and for employment in a variety of fields. Program design and outcomes align with descriptors as • Programs with an applied focus. They blend theory and practice, with outlined for bachelor programs. content selected to ensure mastery of the field of practice rather than to deepen knowledge in the discipline/disciplines for their own sake or as preparation for further study in the discipline. Even so, they may prepare students for further study depending upon the field and length and depth of the program; graduates may or may not require preparatory studies before entering graduate programs. While professional associations or accrediting bodies may set entry-to- practice standards for such programs, those standards are not normally obligatory for the institution offering the program. Preparation for In addition to providing personal and intellectual growth, bachelor's Trades Pre-Apprenticeship Employment programs, in varying degrees, may prepare students for entry into (Foundation) and and Further graduate study in the field, second-entry professional degree programs, Apprenticeship Training Study or employment in one or more fields. prepares graduates for direct employment in the skilled- trades and will prepare graduates for further advanced studies. Length of Owing primarily to variations in pre-university studies among the Trades Pre-Apprenticeship Program provinces/territories, classroom instruction is typically six to eight (Foundation) and semesters or more in duration (normally 90-120 credits, or the Apprenticeship Training is equivalent) and may be supplemented by required professional completed over an average of 4 experience (e.g., supervised practica, internships, and work terms). to 6 years, encompassing theoretical instruction to include required work-based apprenticeship training. Admission Admission normally requires, at a minimum, a secondary school or Formalized Trades credential Requirements CEGEP diploma and/or university preparatory courses, a minimum will hold grade 12 admission grade-point average, and other program-specific requirements. Students requirements. lacking these credentials may be admitted on a part-time or probationary basis, with continuation subject to acceptable academic achievement. Second-entry programs normally require at least two or three years of completed degree-level studies or in some cases the prior or concurrent completion of another undergraduate degree. Note: Adapted from Council of Ministers of Education, Canada. (2007). Ministerial statement on quality assurance of degree education in Canada, p. 2-4.

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These standards set by the Council of Ministers of Education Canada in 2007 have been cross-referenced against the provincial applied degree framework. The British Columbia Degree

Authorization Act, as amended in 2003, affirms that colleges hold the authority to grant applied baccalaureate degrees. Applied degrees were initiated over 17 years ago with the commitment to increasing access to higher education for British Columbian's (B.C. Government, 2019). Applied degrees are expected to meet six fundamental criteria as set by the Government of British

Columbia. Of paramount significance is the fact that four of the six criteria directly align with requirements as already established for apprenticeship trades programming. While the fifth criterion of a 'diploma exit' option is achievable through program approval, leaving the sixth criterion which will automatically be met, as such programming does not presently exist:

1. Help students pursue careers. Applied degrees offer practical skills training and

knowledge that isn't already available in a diploma or undergraduate program, or that

is inappropriate as part of an academic degree.

2. Provide access to a specific occupation. Applied degrees do not take a generalist

approach, nor are they "umbrella" degrees where several loosely-related programs are

combined to provide an advanced credential.

3. Be supported by relevant employer sectors. This support will ideally take the form

of active involvement in all stages of program design and implementation – it should

be more than letters solicited by the institution.

4. Be recognized by licensing, regulatory, accrediting and professional bodies.

Institutions are expected to work with these bodies to ensure that part, or all, of the

program, is recognized as meeting professional educational requirements.

5. Include a diploma exit option for applied undergraduate degrees, where appropriate.

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6. Not duplicate existing degree programs offered by universities and university

colleges unless it can be shown that duplication is warranted – for example, where the

demand for graduates exceeds the system's capacity to produce them.

Note: Data from New Degree Programs – British Columbia, Government of British Columbia, 2019, p. 1.

Formalized credentials for B.C. trades programming can and will meet the specified guidelines set by the provincial government and Council of Ministers of Education Canada, while meeting the obligation of supporting learners in their pursuit of higher education.

Assessing the qualifications framework at the provincial and national levels led to an expanded review that included international frameworks. Reviewing best practices and internationally deployed qualification frameworks provided an opportunity to explore beyond Canada's borders while learning of proven models in the best interest of student mobility. B.C.'s established applied degree requirements have been reviewed along-side the recently expanded Quality of

Qualifications Ireland (QQI) Framework. Ireland's framework is recognized by the European

Union as an advanced system of quality assurance in learning standards inclusive of trades programming.

My review of QQI was valuable in defining a credentialing framework for trades programming at the host institution. A framework that considers existing institutional requirements, provincial trades training requirements, expansion of policy, and transferability to increase access and mobility for any given learner entering or exiting the skilled-trades. Research participants have provided regional baseline data, which has further inspired my quest to formalize a framework that aligns with existing structures and established parameters that include:

• existing trades training model and apprenticeship training guidelines spanning the

province,

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• institutional credential policy,

• provincial credential guidelines,

• national degree credential guidelines, and

• established international quality assurance, credentialing, and accreditation

frameworks.

In my commitment to espouse a timely transition from a conceptual framework to institutional practice, acquiring insight from reputed international frameworks proved to be most productive and beneficial. As noted, of particular interest to this study was the accelerated progress achieved by Ireland, a nation that formalized a qualifications framework based on the premise of 10 levels of credentialing in higher education grounded by a robust quality assurance framework. Ireland's qualifications framework has been globally recognized as being at the forefront of the movement for education and transferability.

Specifically speaking to the skilled-trades in Ireland, SOLAS26 and Quality and

Qualifications Ireland (QQI) have united through a memorandum of understanding to support the priorities spanning trades and apprenticeship programming in Ireland. SOLAS is the Irish state agency established in 2013 that holds oversight for education and training under the Further

Education and Training Act as enacted by the Government of Ireland. In Ireland, advanced education and training are defined as a distinct sector supported by policies that guide strategic resource planning, emphasizing the alignment of education and training with social and economic development. Ireland exudes a common appreciation for education and acknowledgment of its role in economic growth and social well-being. Ireland professes that

26 SOLAS - acronym in Irish for Seirbhís Oideachais Leanúnaigh agus Scileanna, the English translation is Further Education and Skills Service.

270 higher education and training are expected to work in unison to meet the needs of learners, industry, and employers with flexible, innovative programming aligned with labour market demands (SOLAS, 2019).

As Ireland's graduates are highly sought by employers across the European Union (EU), the nation recognized that it was inevitable that their graduates would want to explore employment beyond the confines of their hometowns and regions. A national model supporting mobility for graduates was envisioned as critical for the learning ecosystem and long-term workforce recruitment and retention. As a result, Ireland has invested in a quality assurance framework that enables the transferability of credentials across the European Union (EU) and abroad. Ireland envisioned how a quality assurance framework supporting graduate mobility would eventually influence Irish citizens' return to their homeland, bringing with them worldly experiences and expanded competencies. Their innovative framework allows Irish citizens to diversify their careers and enables, encourages, and welcomes non-Irish citizens to Ireland. The

Republic of Ireland welcomes international learners and expertise while simultaneously encouraging diversified economic and social development, which is more readily available through the thoughtful recognition of international education and academic credentials. Ireland's

QQI Framework is recognized by the European Union as an inclusive modernized accreditation framework, respecting all citizens and their educational achievements.

At a global level, an expanded commitment towards recognizing educational qualifications is evidenced through the ratification of the Lisbon Recognition Convention (LRC)27, as signed by 55 member countries, of which Canada is one. The Convention stipulates that academic credentials and periods of study are to be recognized between nations unless significantly

27 Lisbon Recognition Convention, also known as the Convention on the Recognition of Qualifications in higher education is the primary legal agreement on credential evaluation in Europe.

271 different. Specifically referencing Canada, the Canadian Information Centre for International

Credentials (CiCiC) documents that the Lisbon Recognition Convention was finally agreed upon by all provinces and territories in Canada as ratified on June 13, 2018 and proclaimed into

Canadian law on August 1, 2018 (Cambridge Professional Development, 2020). With the acceptance of this national accomplishment, the formalization of credentials in the skilled-trades becomes increasingly imminent. The opportunity exists to adapt and learn from international progress. Acknowledging that learning and related academic credentialing at the international level reinforces how credentialed trades training for British Columbians is an imperative initiative. Such timely and crucial advancement will inevitably increase awareness that

"[Tradespeople] provide vital and important services to our country to make us grow our economy and [increase our] standard of living" (CAF, 2014a, p. 16).

My personal and professional resolve to establish interdisciplinary trades programming supported by academic credentialing suitable for domestic, migrating national, and international learners, remains the primary objective of this study.

7.1.3 Primary Regional Elements Influencing Program Advancement

When contemplating interdisciplinary trades programming, the community college's mandate is of paramount consideration, followed by institutional readiness, commitment, and thus capacity. At a macro level, the community college mandate defines the institutional 'why, what, and where', which depicts the organization's direction and commitments. For program advancement to be deemed an institutional priority, it ultimately needs to be enveloped within the institutional mandate, otherwise, strategic priorities and thus resourcing are unlikely to align. As evidenced over the years across the host region and further reinforced through primary and secondary data, four primary elements directly influence program advancement

272 related to trades programming. These include labour market, student body, community and industry stakeholders, and institutional capacity.

Figure 7.1 Primary Elements Influencing Programming in the Trades

Labour Market

Community Institutional Student College Capacity Audience Programming

Stakeholders

Labour market demand is one of the primary determinants for any required skills training, education, and ultimately workforce development. Over 20 years ago, the Advisory

Council on Science and Technology (1999) stated that educators must be aware of the learning market by ensuring constant monitoring between the learning system and the labour market; essentially, society "needs the right skills to continuously drive enterprise" (p. 17). The

Council also noted that "All developed countries have complex learning systems, but Canada's may be more complicated than most because of our political and geographic realities" (p. 17).

Therefore, the responsibility falls to the community college to maintain a proactive commitment towards ensuring that educational programming ultimately aligns with the regional labour market.

Adams, Edmonson, and Slate (2013) have documented that change is evident in

American community colleges. Their depiction is most certainly also reflective of community colleges in Canada and specifically the host institution, as colleges are faced with shifting

273 landscapes and the urgency to respond to an "expanding mission in regard to its responsiveness to changing economic conditions and workforce development needs" (p. 1).

Adams et al. (2013) articulated that community colleges have broad mandates as they are expected to serve diverse markets while offering various educational programs. Educational programming spanning preparatory education, certificate, diploma, university transfer, specialized professional development, and customized labour market and corporate training.

They stated that "in short, community colleges play a vital role in the economic and workforce development of the communities they serve" (p. 529). In recognizing the heightened responsibilities across community colleges, it is anticipated that there are notable degrees of convergence and divergence of priorities. These diverse internal and external priorities need to balance with programming, services, and fiscal responsibilities. The progression of interdisciplinary trades programming within the proposed interdisciplinary trades education development framework provides a basis for planning and collaborative development while appreciating existing and forecasted institutional-based priorities.

With respect to the important influencing element known as the student, without student interest and demand, there is conceivably limited need for educational programming. This study exhibits the expressed optimism amongst alumni/students towards their program and career choice. Yet, it also brings to the forefront concerns regarding the valuation of the skilled-trades as influenced by the lack of credentialing, transferability of curricula, and constrained educational and career mobility. With respect to business and entrepreneurship in the skilled-trades, as 20% of the alumni/students exhibited limited awareness and familiarity, an opportunity exists to provide trades-learners with timely information regarding related career opportunities (N=152). Amongst alumni/students who documented awareness of

274 businesses and entrepreneurship (80%), there was an expressed need for access to related labour market information and regional resources that could support and inform their relative career choices and/or diversification. The absence of a pan-Canadian workforce development strategy in Canada inevitability increases the role of higher education, especially community colleges which are expected to develop and support a broad scope of educational interests.

With college mandates expanding and institutions investing in new and diversified programming and services, a regional-based interdisciplinary trades education development framework is anticipated to support collaborative program development. Regional collaboration may also empower the collating of timely data relevant to education, labour market, and workforce development. Access to regional and pan-Canadian data continues to be identified as a national priority (Coates & Auld, 2018b).

Institutional capacity is another critical element influencing program advancement.

Institutional capacity is dependent on administration, instructional expertise, technological and capital infrastructure, financial resources, along with student and industry supports and resources. The commitment to enhanced programming and associated credentialing is a significant undertaking driven by anticipated and prospective outcomes. Pittway and Hannon

(2008) emphasized the value of establishing criteria from the institutional perspective to assess and support institutional readiness, often referred to as institutional capacity. Institutional capacity includes organizational assets, expertise, and resources associated with achieving program advancement. Institutional capacity cannot be assessed independently from the labour market and student demand. It is wise for community colleges to consider pursuing new or expanded programming only when there is evident demand stemming from the labor market and the enrolled and prospective student populations (Pittway & Hannon, 2008).

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Specifically speaking to 'stakeholders' without community, industry, and government involvement, progress may be delayed or obstructed. McKinsey and Company (2015) documented the importance of being attentive to stakeholder needs supported by an engagement process. The engagement process requires project leads who are astute and conscious of the varied priorities while holding the capacity to articulate a common goal amongst stakeholders. Divergent priorities across a stakeholder group may potentially limit fulsome engagement and collaboration. To achieve meaningful engagement with industry and community, a thoughtful and organized approach to stakeholder engagement is undoubtedly vital for program progression. Dating as far back as 1962, MacDonald who was instrumental in enacting the B.C. Post-Secondary System, demonstrated and documented the importance of community stakeholder engagement in the development and provision of higher education

(MacDonald, 1962). The progression of stakeholder engagement is undoubtedly a fundamental best-practice for higher education and understandably a significant undertaking, vital to fostering inclusion and timely continued progress.

Expanded efforts on this front will be critical for the progression of interdisciplinary trades program development and implementation. As informed through this study, it is anticipated that such engagement will be led by the administrator who holds oversight of the skilled-trades programming, which is the dean. McKersie (2012) notes that a dean within any higher learning institution is ultimately a 'negotiator' holding ultimate responsibility for supporting and advancing program development by empowering collaboration and educational excellence. Sebenius and Lax (1986) expressed a similar perspective stating that "the very definitions we use of managerial functions should admit and not hide the fact that much organizational life involves negotiations" (p. 263). This is a crucial consideration in higher

276 education as the dean is also a facilitator with oversight of educational relevancy, quality assurance, and responsibility of sustained operations at the department and faculty levels. The dean supports and advances programming through stakeholder engagement, which in the case of the skilled-trades, ultimately embroils six primary stakeholder groups: community, government, college community, students, faculty, and industry. Each stakeholder needs to be honoured and regarded as equally vital to the advancement of interdisciplinary skilled-trades programming.

Through engagement comes collaboration, with collaboration having a profound potential to drive advanced and innovative skills development models, guided by the learners and employers as the learning ecosystems' primary users. A regional-based engagement model has the potential to leverage external and internal knowledge, synchronize processes and resources while effectively utilizing regional expertise, stimulating and promoting partnerships and collaboration. Such an engagement model is instrumental to establishing an interconnected system of awareness, development, and support for the skilled trades and their corresponding regional economies.

Although not formally acknowledged or documented, the host region's learning ecosystem has been influenced by various elements for decades. This study has afforded the opportunity to elaborate upon this detail while establishing an interdisciplinary trades education development framework as a blueprint for advancement. An interdisciplinary trades education development framework that maps the elements and variables as identified through the study while providing a foundation for program advancement. The framework presents the consideration that the learning ecosystem is reliant on each element with the overall

277 composition and, ultimately, the outcomes of the system being dependent on the relationships and interactions between and across the multiple variables.

To achieve the goal of interdisciplinary trades programming, identifying the primary elements provides a baseline for advancement. By identifying the primary elements within the interdisciplinary trades education development framework and learning ecosystem, an opportunity exists to: establish the program advisory table representative of the primary stakeholders and influencing elements; identify competency and thus curricula requirements; identify and prioritize resource and support needs; identify existing and required assets; identify opportunities for collaboration to promote working in unison towards the established common goal; and to develop associated resource plans to advance with program and support development and implementation.

7.1.4 Optimization and Sustainability in Higher Education

During times of financial constraints, labour negotiations, diversified student and workforce demands, and expanded performance-based outcome requirements, organizational and program optimization are of paramount importance for higher education. From an organizational perspective, optimization and sustainability in higher education are typically dependent on strategic priorities aligned with human, financial, social, infrastructure, and scholarly capital.

Program optimization and sustainability through curricula expansion and renewal are timely. The expansion of programming in the skilled-trades with a commitment to providing existing professionals and new entrants with essential 21st century workforce skills and competencies for career progression will modernize the skilled-trades while contributing to sustained trades programming and ultimately regional economic advancement.

The Advisory Council on Economic Growth (ACEG, 2017b) declared that the current

Canadian "skills development (education) infrastructure is not equipped" to manage workforce

278 development needs as commonly influenced by labour-market shift and disruptions (p. 1). ACEG

(2017b) outlined that this limits the nation's economic development trajectory while stipulating that this is a conundrum which higher education and government need to cooperatively assess and address. The Advisory Council also highlighted that the crux of the concern is that the nation's skills development and education system is mainly directed to supporting K-12 and post- secondary education and those chronically unemployed. There is a noted deficiency in available educational opportunities and resources directed towards those who are managing changes in position requirements, individuals requiring upskilling, mid-career workers aspiring to pursue further education, and those seeking career advancement (ACEG, 2017c).

As educational priorities and expectations of higher education increase, institutional resources, for the most part, remain static. Thus, institutional and program optimization is often the most viable option for advancement. Within the scope of higher education, optimization often involves refining curricula and program design to serve a broader market without compromising enrolled learners, quality assurance, and overall program integrity. As optimization and program sustainability are contemplated, there is value in reflecting on the notion that institutes of higher education spanning Canada "are uniquely positioned to invent and scale the solutions needed to enable a better quality of life for all of society" and "Many of these solutions can be found in their existing assets and capacities, which, when directed at building social infrastructure, can reveal the pathway for citizens and their institutions to thrive"

(Strandberg, 2017, p. 3). The progression of trades programming as outlined through this study will build off the success of those prior and is grounded in the established and honoured practices, while strategically expanding curricula to meet the needs of learners, the sector, and regional economies.

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7.2 Interdisciplinary Trades Education: Affecting Change

Trades training in Canada has been a priority since the late 1800s, with such bodies as the then Dominion Board of Trade which proliferated the expectation that the federal government holds responsibility and accountability for trades and vocational education, given the discernable significance of infrastructure and workforce development to the national economy (Lyons et al.,

1991). Over decades the advancement of trades training in Canada has been influenced by

Canada's inaugural federal commission on education, the Royal Commission on Industrial

Training and Technical Education of 1910, which substantiated education as a vital collaborative endeavor between provincial and federal governments. This Commission was followed by the

Technical Education Act of 1919, Vocational Training Coordination Act of 1942, and the

Vocational Schools Assistance Agreement of 1945, which formalized a government-promoted cost-sharing model between the federal and provincial governments to establish provincial-based vocational schools (Lyons et al., 1991).

In British Columbia, what were once vocational and/or distance education schools have grown to become community colleges, with their progression recognized as being descendant from the above-noted acts and agreements. The John B. MacDonald report of 1962 introduced the advancement of higher education in British Columbia and the formalization of B.C.'s Post-

Secondary System, marking the sanctification of community colleges as holding the mandate of four primary fields of study (academic, career and technical, vocational, and adult basic education). Mr. MacDonald stated that "the time has now come when plans must be made if

British Columbia is to provide those educational opportunities which are essential for its social, economic, and cultural progress. The matter is one of the gravest urgency" (MacDonald, 1962, p.

1). Some six decades later, the urgency to progress with advanced education as a vital element to social, economic, and cultural well-being remains a priority in the province of British Columbia.

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In respecting the historical context of trades training and the progression of community colleges, the opportunity to enrich programming is evermore significant today. Knowing that current needs align with the original intent of the acts and agreements, reinforces the ongoing commitment to skills training and education aimed at provincial development dedicated to enriching the lives of British Columbian's. The leadership of John B. MacDonald established precedence for higher education administrators who have the privilege of facilitating and inspiring collaboration and ultimately educational advancement.

In my commitment to proceed with interdisciplinary program development and implementation, frameworks were expanded upon and schematics outlined throughout this study, all with an emphasis on informing progress. These frameworks and schematics have been enriched through the culmination of available data specific to the skilled-trades. The following section of this chapter encompasses an overview of frameworks and schematics that will be installed to guide development, moving from a conceptual consideration of interdisciplinary trades programming to the development and delivery of credentialed programming. It is important to preface that the following frameworks and schematics are outcomes of this research to be evaluated for broader application. These presented frameworks and schematics encompass:

• Conceptual schematic: Stakeholder Engagement

• Conceptual schematic: Institutional Connectivity to Facilitate a Trades-Based

Business Entrepreneurship Ecosystem

• Conceptual schematic: Interdisciplinary Trades Education Sequential Pattern of

Program Advancement

• Conceptual schematic: Trades-Based Business and Entrepreneurship Education and

Training Ecosystem

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• Conceptual framework: Interdisciplinary Trades Education Development Framework

• Conceptual framework: Credentialing Policy Inclusive of the Skilled-Trades

• Conceptual framework: Program and Credentialing Framework for Skilled-Trades

Programming

7.2.1 Conceptual Schematic: Stakeholder Engagement

As community colleges abide by their mandate to deliver core educational

programming, workforce demands have become pivotal to program and institutional planning,

while expectations increase for higher education be a catalyst for regional development (Garza

& Eller, 1998). Garza and Eller's (1998) predictions of a new economic environment in the

21st century have become a reality. They foresaw "greater use of technology, lifelong learning,

educational flexibility, long-term planning, community-based strategies for growth" while

noting that community colleges are positioned to provide "leadership for this transformation"

(p. 31). Amidst changing economies, community colleges must have the ability to sustain their

ethos and meet the emerging needs of learners, community, and industry. Franco (2006) stated

that:

Community college leaders need to recommit to three essential missions: developing

strong transfer programs that provide students with equal educational opportunities;

preparing students for twenty-first-century careers; and preparing students for the

work of democracy in the world's dominant democracy. (p. 1)

Adams, Edmonson, and Slate (2013) have also documented insights that have reinforced that community colleges are challenged by shifting landscapes and expanded mandates. With these recognized changes occurring across many community colleges, administrators need to find the means to balance community needs with complex institutional considerations. These expanded

282 roles of community colleges have encouraged thoughtful development related to the concept of anchor institutions and market-responsive colleges (Cantor, 2009; Garza & Eller, 1998; Harmon

& MacAllum, 2003).

Garza and Eller (1998) noted that the community college of the 21st century, which truly represents and appreciates their role, will ensure that they are strategically positioned at the epicenter of the communities they serve by addressing educational needs and fostering collaboration and innovation. These colleges will act as a catalyst for regional development, providing accessible educational pathways and programming aligned with dynamic regional demands, instilling regional capacity-building (Cantor, 2009). They become anchor institutions stimulating collaboration in a democratic manner by ultimately creating a pipeline of inclusive skills development and sustained human capital (Cantor et al., 2013). The common characteristics of anchor institutions and market-responsive colleges include: leadership that facilitates and enables institutions to engage "mechanisms that allow for rapid development of training curriculum to meet changing workforce demands," while demonstrating a commitment to collaborative curricula development and adjustments, and direct linkages to the community

(Harmon & MacAllum, 2003, p. 6). Harmon and MacAllum (2003) stipulated the importance of partnership and collaboration with the community college at the epicenter leading program development, in concert with community and industry and aligned with the 21st century labour market.

The advancement of post-secondary programming involves considerations aimed at multidimensional and multifaceted stakeholder engagement. Stakeholder engagement involves encouragement and increased awareness of the value and opportunity for cooperation across stakeholder groups, guided by the common principles of student success and workforce

283 development. Throughout this study, research participants voluntarily cited influential stakeholders associated with the skilled-trades, resulting in what I have termed a primary stakeholder schematic. As the data were reviewed it became evident that such a schematic will be of value when establishing a formal interdisciplinary advisory committee to support program advancement. Specific to the research participants, in total, 96% of all non-student research participants (N=25) referenced six primary regional stakeholders in addition to the community college within the context of trades education. Of the alumni/students, 72% of the participants referenced the need for primary stakeholders' involvement when advancing skilled-trades programming and to directly support trades learners (N=152). Upon contemplation of the identified stakeholders and the role of a college administrator, a primary stakeholder engagement schematic emerged, placing the college administrator at the epicenter, promoting and facilitating collaboration across a minimum of seven primary stakeholder groups.

Figure 7.2 Primary Regional Stakeholders: Trades Education

The schematic envisions the diverse composite of primary stakeholders positioned to inform and ultimately support timely program advancement along a continuum. Collaboration

284 is essential to "improve the responsiveness of higher education" and to meet "the needs of the labour market and to foster partnerships between Higher Education Institutions and employers" while addressing increased emphasis on "enhanced employability skills" (Brindley & Ritchie,

2000, p. 509). Chan and Anderson (1994) concur that there is a need for "industry fusion" in educational programming (p. 1). This perspective is further reinforced by the World Economic

Forum (2009), which declared that employers and industry are key stakeholders who can promote vibrant multi-stakeholder partnerships, which are increasingly essential to higher education's success and longevity. Higher education's solidity is predictably reliant on injecting new approaches and organizational strategies, and systems that ultimately promote and stimulate collaboration, optimization, innovation, and development.

The degree to which any given stakeholder or stakeholder group engages will vary, with involvement likely to be influenced by their professional and personal motivations, as guided by perceived and anticipated benefits. Ultimately, college administrators are responsible for promoting the importance and value of engagement by instilling the value of community-based collaboration and supporting tangible outcomes related to skills development, learner success, and regional development while fostering an inclusive learning ecosystem. The following schematic provides an overview of potential forms of engagement associated with the identified primary stakeholders, as identified by research participants.

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Figure 7.3 Primary Stakeholder Engagement: Supporting a Regional Skilled-Trades Learning

Ecosystem

Undoubtedly the advancement of interdisciplinary programming in the skilled-trades is reliant on stakeholder engagement, facilitating the short, mid-and long-term progression of programming and ultimately learner success. Interactions and points of convergence between the stakeholders will inevitably shift and expand over time to simultaneously form the overall regional learning ecosystem. A regional learning ecosystem that ideally envelopes skilled- trades program rejuvenation, expansion, and continuation while preparing learners for diversified regional economies, inclusive of business and entrepreneurship.

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7.2.2 Conceptual Schematic: Institutional Connectivity to Facilitate a Trades-Based Business Entrepreneurship Ecosystem

It has become evident that skilled-trades programming can be embedded within the progression of a regional business and entrepreneurship ecosystem. Isenberg (2011) presented the perspective that an entrepreneurial ecosystem is comprised of six fundamental domains that include policy, finance, culture, supports, human capital, and markets. As interdisciplinary programming in the trades is the focus of this study, there is added value in recognizing that the related business and entrepreneurship ecosystem will be directly dependent on 'education and training' as a distinct domain.

As a distinct domain, over time, education and training can likely become respected as instrumental in the progressive succession of entrepreneurship and business trades education for any given region or nation. This awareness is pertinent to program design and delivery as stipulated by Rae and Woodier-Harris (2013). They outlined that educational programming needs to be integrated into a "place-based experiential learning environment" supported by an educational philosophy that promotes and acknowledges that "entrepreneurial learning is a natural process of learning" (p. 929). This portrays a systemic shift in educational theory and practice, which is increasingly prevalent and directly reliant on college administrators. Rae

(2007) referenced that institutional leadership's direct involvement is essential to the development and implementation of relative programming. This notion is captured in Rae's schematic of Institutional Connectivity of Employability Enterprise Programming.

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Figure 7.4 Institutional Connectivity of Employability Enterprise Programming

Note: Data from Connecting Enterprise and Graduate Employability: Challenges to the Higher

Education Culture and Curriculum, Rae, 2007, p. 612.

Guided by the work of the renowned scholar and specifically Rae's schematic of

Institutional Connectivity of Employability Enterprise, this research study informed an expansion of the schematic from the perspective of institutional leadership and interdisciplinary trades programming. This research study encouraged the formation of what I have termed the

Institutional Connectivity to Facilitate a Trades-Based Business Entrepreneurship Ecosystem schematic, comprised of 11 essential attributes. Through written submission, alumni/students

(n=149) declared needs, supports, resources, barriers, and curricula considerations, resulting in a schematic to guide program development which may be presented as priorities for involved college administrator(s). Responses were thematically coded, resulting in overarching themes which intersect with Rae's work yet include additional fundamental considerations. Rae's schematic emphasizes: Employer Partnerships; Access to Institutional Resources and Expertise;

Program Design; Student Business Resources; Career Planning Resources and Supports; and

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Work-Based Learning. Alumni/students identified the above-noted priorities in addition to the need for timely labour market and career planning data, the need for integrated and accessible networks, practical government incentives and taxation structure for the trades, business, and entrepreneurship, financial supports in the form of scholarships and grants, and skills training specific to advance technologies and access to related equipment (n=149). These regional-based resources and supports may well be promoted and facilitated by leadership at the institutional level.

1. Regional Awareness, Support, Partnerships - Industry/Employer

Collaboration and Partnerships; Innovation and Development to Inform

Programming and Raise Awareness of Skilled-Trades.

2. Institutional-Based Learning and Access to Assets – Relevant Programming

Supported Through Multidisciplinary College Expertise, Services and

Resources; Access to Marketing, Business and Accounting Experts from Within

the College.

3. Applied Interdisciplinary Programming – Trades-Based Business and

Entrepreneurship Applied Programming; Access to Programming Beyond Core

Trades.

4. Accessible and Timely Data - Labour Market Data; Student-Centered Career

Planning; Regional Awareness of Skilled Trades, Business and Entrepreneurship

Employment Options.

5. Work-Based Learning in Community - Apprenticeship, Work-Based

Training, Co-op, Work Experience, Mentorship, Alumni Placements and

Resources.

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6. Transition Resources – Career Planning, Supportive Transition to

Employment, Business and Entrepreneurship.

7. Integrated Networks – Networks to Support Students from College to

Entrepreneurship and Business; Supports and Networks, and Business Networks

with Access to Consumers and Markets.

8. Government - Supportive Policy; Tax Structure; Small Business and

Entrepreneurship Resources.

9. Financial Supports - Scholarships, Loans and Grants.

10. Advanced Technology and Capital Resources – Modern and Relevant Skills

Development Programming; Access to Equipment.

11. Coordinated Regional Business Resources and Incubation – Entrepreneurial

and Business Resources; Culture of Business Support and Succession.

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Figure 7.5 Institutional Connectivity to Facilitate a Trades-Based Business Entrepreneurship

Ecosystem

Regional Awareness, Support, Partnerships Industry/Employer Collaboration and Institutional-Based Coordinated Regional Partnerships. (13%) Learning, Access to Business Support and Assets. Trades Learners Incubation Resources Worker with Others at and Supportive Inst. (5%) Business Culture. (24%)

Access to Advanced Applied Interdisciplinary Technology, and Capital Programming. Courses Resources. (7%) Beyond Core Trades. (9%) Institutional

Leadership Accessible and Timely Data Financial Supports Timely Labour Market Scholarships, Loans and Engage and Connect Data, Student Centered Grants. (11%) with Industry and Career Planning. (3%) Community

Work-Based Learning Government Supportive in Community Policy; Small Business and Apprenticeship, Work- Entrepreneurship Based Training, Co-op, Resources; Supportive Work Experience, Taxation Structure. (3%) Mentorship. (7%) Transition Resources Integrated Networks Supportive Student Integrated Student Transition to Entrepreneurship and Employment. (7%) Business Supports; Access to Markets. (10%)

With the commitment to proceed with interdisciplinary programming and moving from concept to practice, a fulsome engagement strategy is fundamental for the continued development and implementation of programming. An engagement strategy that is dependent upon and undoubtedly influenced by institutional leadership. As stated by Rae (2007), institutional leadership and support are fundamental to the advancement of entrepreneurship-based programming. Specific to interdisciplinary programming, Casey (1994) emphasized that

291 leadership is vital to promoting institutional-based discussions and planning while instilling

"flexible structures for faculty development and [to] plan pedagogical strategies for the implementation of the curriculum" (p. 56). Leadership and faculty expertise are ultimately two fundamental determinants for the advancement of enhanced programming in the skilled-trades.

7.2.3 Conceptual Schematic: Interdisciplinary Trades Education Sequential Pattern of Program Advancement

Interdisciplinary trades program advancement and ultimately implementation will involve multiple stages of development as influenced by the regional ecosystem. Program development discussions over the duration of the research study emphasized the likelihood of a graduated progression of development and the implementation of interdisciplinary trades programming.

While reflecting on the research findings and the significance of moving from concept to practice, a program progression schematic emerged. The schematic of the Sequential Pattern of

Program Progression of Interdisciplinary Trades Education provides an overview of the various stages of the development process, with each phase inevitably impacting the next, typically in a sequential manner. The schematic is presented as simply a reference for the planned program development process, which will be tested through the application.

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Figure 7.6 Sequential Pattern of Program Progression of Interdisciplinary Trades Education and Development

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With respect to program implementation, I anticipate that each phase of the program progression process will align with a continuous cycle of stakeholder engagement as promoted and formalized with the future program advisory table's support.

7.2.4 Conceptual Schematic: Trades-Based Business and Entrepreneurship Education and Training Ecosystem

To advance with program development and implementation, program curricula are top of mind. The scholarly works of Ibrahim and Soufani (2002) represent what they termed to be a conceptual model of entrepreneurship training in Canada. The model illustrated below outlines the contributing factors of entrepreneurial traits and when matched with managerial skills, portrays the success of the entrepreneur.

Figure 7.7 Conceptual Model of Entrepreneurship Training in Canada

Note: Data from Entrepreneurship Education and Training in Canada: A Critical Assessment, Ibrahim and Soufani, 2002, p. 425.

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The works of Ibrahim and Soufani (2002) combined with research findings from this study suggest that the conceptual model may be amended to account for the development of competencies well beyond managerial skills. In the case of business and entrepreneurship in the skilled-trades, the conceptual model could be expanded to acknowledge the breadth of curricula interests and needs identified by research participants. Alumni/students (N=152) and non-student research participants (N=25) detailed the need for curricula beyond the core trades to include business, entrepreneurship, advanced technologies, and essential workplace skills.

Expanding upon Ibrahim and Soufani's (2002) conceptual model of entrepreneurship training provides a regional perspective of identified skills and competencies of relevance to business development and entrepreneurship in the skilled-trades. When nurtured within a supportive ecosystem, an interdisciplinary trades education model that moves beyond entrepreneurial traits and managerial skills could conceivably be realized while ultimately stimulating regional entrepreneurs and business development. Adding a regional perspective to this pan-Canadian reference offers the opportunity for further dialogue and future research to measure the influence and impact of interdisciplinary programming on business and entrepreneurship development within the region.

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Figure 7.8 Conceptual Schematic of Trades-Based Business and Entrepreneurship Education and Training Ecosystem

There are parallels between Ibrahim and Soufani's (2002) and Şeşen and Pruett's (2014) work where the scholars have articulated that entrepreneurship education, economy, and culture influence motives and/or barriers, which subsequently influence entrepreneurial intentions.

Figure 7.9 Impact of Education, Economy, and Culture on Entrepreneurial Motives, Barriers and Intentions

Note: Data from The Impact of Education, Economy and Culture on Entrepreneurial Motives,

Barriers and Intentions: A Comparative Study of the United States and Turkey, Şeşen and Pruett,

2014, p. 234.

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The data from this research study presents motives and barriers specific to the skilled- trades, including access to education and community-based resources and supports (Figure 7.5), which will prove fundamental to the advancement of trades-based business and entrepreneurship ecosystem. These are support and resource considerations that need to be addressed within the regional Trades-Based Business and Entrepreneurship Education and Training Ecosystem to facilitate, promote, and support regional-led business and entrepreneurship development.

The goal is to advance with an interdisciplinary programming model that supports knowledge development while progressively addressing the anticipated barriers and respectfully accounting for the identified primary motives for pursuing trades-based programming and employment. The result will be an interdisciplinary programming model within a regional learning ecosystem equipped to promote access to essential resources that positively influence and validate desirability, intentions, and feasibility of entrepreneurial/business development in the skilled-trades.

7.2.5 Conceptual Framework: Interdisciplinary Trades Education Development Framework

This study outlined program curricula needs and interests and regional-based resources and supports deemed important by research participants. The data maps the opportunity for interdisciplinary programming suited to learners' career aspirations as they pursue employment across dynamic and shifting regional economies. Interdisciplinary programming in higher education has involved various approaches and programming models, yet there remains a lack of standard methodologies and academic requirements. Although there are no established standards, there is increasing awareness and appreciation for interdisciplinarity pertaining to competency development, especially regarding workforce needs and demands of the 21st century.

Interdisciplinarity specific to trades education and program development is poised to benefit

297 from interdisciplinary approaches to community and industry engagement and interdisciplinary program design and development. As higher education has been documented as lacking relevancy to present and emerging workforce needs and absent of meaningful associations with industry, the future of education is reliant on collaborative program development with the commitment to preparing graduates for competency requirements of present and forecasted employment opportunities. It is increasingly apparent that "we're now on the cusp of a hybrid model where the most valuable employees are interdisciplinary" (Bodell, 2020, p. 1).

A notably heightened awareness of interdisciplinarity is found in the realm of workforce development and recruitment. Interdisciplinarity is becoming a common term across modern recruitment strategies as organizations expand their workforce while establishing interdisciplinary teams. Interdisciplinarity is gaining momentum and recognition for being of value for small-scale businesses through to large corporations. Nae (2017) referenced the association of interdisciplinarity with the mapped T-Shaped28 employee profile as originated back in the early 1990s. Nae (2017) emphasized that higher education has the opportunity to offer advanced education and learning opportunities to foster "innovative and cross-domain graduate[s]," ultimately graduates and future employees who hold competencies aligned with the T-Shaped competency profile (Nae, 2017, p. S836). The imagery presented by Patterson

(2017) specifies that the T employee holds expertise in a given field, essentially denoting the honing of mastery as a specialist, which is depicted by the T's vertical feature. The specialist

28 The T-Shaped employee profile represents the concept of T-Shaped skill requirements associated to workforce considerations. The model is applied by employers and recruitment firms as they strategically identify essential and required workforce competencies. The T-shaped employee is known to be a metaphor representing the combination of specialized skills and competencies complemented by general knowledge. The model was introduced by David Guest in 1991 and has been applied across numerous organizations as a means of developing interdisciplinary teams.

298 skills are complemented by a broad range of knowledge as represented by the T’s horizontal element.

Figure 7.10 T-Shaped Employee Profile: Broad Knowledge and Depth of Experience

Note: Image from Patterson (2017). The T-Shaped Person: Building Deep Expertise AND a

Wide Knowledge Base [Student Resource]. College Info Geek.

As published by Forbes, there is a growing perspective that T employees and teams "are the future of work" (Bodell, 2020, p. 1) as T employees are typically equipped with the ability to be agile and responsive to a range of general applications pertaining to a primary field of focus. Specific to the skilled-trades, the data presented by research participants has outlined the motivation and desire to acquire competencies spanning business, entrepreneurship, technology, and essential workplace skills to include mathematics, communication skills, and employment readiness skills. Research participants identified with the value of developing skills and competencies complementing and associated to their chosen trade with the goal of having the ability to adapt and diversify. Specific to the skilled-trades, Yip's (2018) perspective of the T- shape employee is also a valuable reference. He presents a visual progression and convergence of specialized skills and competencies with generalist skills and competencies.

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Figure 7.11 T-Shaped Employee Profile: Expert and Generalist Competencies

Note: Image from Yip (2018). Why T-Shaped People?

The T employee profile provides a practical basis for program advancement in the skilled- trades as apprenticeship training is based on developing a specialization and ultimately achieving 'mastery' in any given trade. Research participants have depicted interest and motivation to gain competencies beyond any given trade specialization as learners seek to broaden their knowledge and competency base. Competencies that complement their chosen trade with supplemental skills spanning workplace competencies, technological applications, and business and entrepreneurship, honed within the context of the skilled trades.

Advancing with interdisciplinary programming in the skilled-trades warrants consideration to existing and commonly known programming models as found in higher education. As succinctly outlined by Nae (2017), programming in higher education involving instruction and competency development across disciplines is typically structured following three common models: foundation curricula based on a broad foundation of knowledge, concentration curricula known as majors with the option of minors, and the emergence of collaboration curricula which has advanced in response to industry seeking graduates with both specialist and generalist competencies. The skilled-trades are unique, and there is an appreciation for the existing trades-based foundation and apprenticeship programming model, which affords a graduated progression of competency development. Although the foundation

300 level programming introduces fundamental generalist competencies as learners progress through their apprenticeship programming, the training is very specialized. By offering an interdisciplinary program option, learners will be afforded the opportunity to develop and expand upon core transferable competencies as being sought by industry and employers. As the interdisciplinary trades program model is developed, the insight regarding curricula as presented by research participants, in addition to the identified regional supports and resources, will be mapped with a commitment to formalizing a new credential for the skilled-trades aligned with what I term the interdisciplinary T (Trades) learner competency profile.

Figure 7.12 Interdisciplinary T (Trades) Learner Competency Profile

Building from the conceptual framework of Influencing Variables of Interdisciplinary

Trades Education, a refined framework has emerged. Enhancements to the conceptual framework include the realignment and the distinct placement of the post-secondary institution at the epicenter of a trades-based learning ecosystem while stimulating and promoting business and entrepreneurship development. The research data emphasized that beyond labour market demand, there are needed supports and resources directly reliant on community, industry, and government. Regional resources to be developed, leveraged, and promoted to establish and

301 sustain a learning ecosystem strengthened through collaboration and partnerships. Thoughtfully positioning the institution at the center of the ecosystem depicts that the community college holds a pivotal role in coordinating and enabling competency and skills development across the region to support learners' pursuit of skilled-trades. Consciously placing the regional community college at the epicenter while empowering the convergence of numerous influencing variables is symbolic of an anchor institution. Ultimately, the community college promotes and enables knowledge and skills development while stimulating and guiding development, as supported by stakeholders' collective commitment. With the community college at the epicenter, the institution is positioned to infuse expertise across the regional learning ecosystem while addressing the 11 identified support and resource priorities associated with a regional learning ecosystem vital to business and entrepreneurship development.

This research study has contributed to the advancement of an interdisciplinary trades education development framework within a trades-based learning ecosystem supporting business and entrepreneurship development. The original conceptual framework was developed during the earlier years of my Ph.D. course-work based on my lived experience and as per secondary data (Figure 2.1). The conceptual framework was of value as it provided a baseline reference that informed the primary research questions focused on identifying opportunities and challenges focused on addressing a compounding problem specific to skilled-trades. The refinement of the framework honours the priority element and influencing variables within a regional learning ecosystem, as identified by research participants. A region ecosystem that holds the community college at the epicenter promoting and fostering connectivity to facilitate access to regional expertise and resources essential to regional-based skilled-trades programming.

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Figure 7.13 Interdisciplinary Trades Education Development Framework within a Trades-Based Learning Ecosystem Supporting

Business and Entrepreneurship Development (2020)

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In emphasizing business and entrepreneurship and the skilled-trades, the World Economic

Forum works (WEF, 2013) were further contemplated during the data analysis phase of this study. The Forum presented a schematic of internationally acknowledged pillars deemed necessary to fostering and sustaining entrepreneurial ecosystems. The schematic comprises eight primary pillars: accessible markets, human capital/workforce, funding and financing, support system, mentors/advisors, supportive regulations and infrastructure, education and training, universities as catalysts, and cultural support. Three of the pillars distinctly reference skills development, education and training, and higher education as catalysts for development.

Figure 7.14 World Economic Forum: Entrepreneurial Ecosystem Pillars

Note: Adapted from Entrepreneurial Ecosystems Around the Globe and Company Growth

Dynamics, World Economic Forum 2013, p. 6.

The amalgam of the data from this research study specific to regional resources and supports resemble the pillars outlined by WEF (2013). The primary distinction is that higher education is at the epicenter facilitating education and training, collaboration, and development with industry and community to equip the regional workforce while ultimately expanding regional capacity. This study has identified regional resources and supports which may conceivably become known as pillars within the regional ecosystem of trades-based education, business, and entrepreneurship. This study's institutional connectivity schematic can readily be

304 translated into regional pillars within a business-entrepreneurial ecosystem, with obvious parallels to the data presented by the World Economic Forum.

Figure 7.15 Institutional Connectivity and Vital Pillars Within a Regional Learning, Business and Entrepreneurial Ecosystem

As identified through this study, the regional trades-based learning, business, and entrepreneurial ecosystem will ideally encompass 11 pillars of resources and supports.

Advancing with interdisciplinary trades education is timely. Through this study, it is understood that progress depends on multiple stakeholders' expertise within a regional business and entrepreneurial context. The research data illustrates the need for educational programming and the thoughtful progression of regional-based support and resource pillars. The Interdisciplinary

Trades Education Development Framework provides a platform for program development while also outlining influential variables and priority system considerations to foster a supportive ecosystem.

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7.2.6 Conceptual Framework: Credentialing Policy Inclusive of the Skilled-Trades

Recognizing that the advancement of interdisciplinary programming involves curricula and regional resource considerations, at a fundamental level, institutional policy needs to be updated in advance of program development. As the research study progressed, it became evident that a significant constraint was related explicitly to credentialing policy. Once policy is set, a standard of practice is formalized and acknowledged, guiding institutional program development and approvals. Policy inevitably formalizes program credibility and academic recognition, which is presently lacking in the skilled-trades.

As specified under the B.C. College and Institute Act, the community college as an agent of government, holds the responsibility of formalizing education and training in the best interest of learners. Trades training, inclusive of the established foundation and apprenticeship training under the provincial industry training authority as mandated by the Ministry of Advanced

Education, is appropriately poised for formal academic credentialing. The lack of recognition of the skilled-trades in higher education has reached a critical point of transformation. At an international level, higher education has made concerted efforts to formalize technical and trades education, as a recognized field of study and vital economic driver. This global momentum seems absent or has been delayed in Canada. Therefore, advancing with program development, as noted through this study, could become precedent-setting while influencing a new norm in higher education specific to academic recognition of trades programming.

Policy revisions are vital to establishing updated baseline institutional requirements and guidelines. The inclusion of trades programming in higher education’s credentialing policy will profoundly impact the future of trades programming, the overall perception and credibility of trades education, and most importantly, learner advancement.

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Following the institutional-based credit structure, trades-based programming will align with the standard credit formula applied to academic programs, whereby 15 hours equates to 1 academic credit. Credit allocations for work-based training (requirement of the national apprenticeship model) will align with the established institutional credit formula for co-op education and work-integrated learning with 140 hours equating to 1 credit. The trades' credit allocation framework needs to be reflected in relevant policy and guidelines supporting consistency and equity across all college programs.

Table 7.2 Credit Allocations for the Skilled-Trades

Trades-Based Programming Per Credit Allocation: 15 hours = 1 credit Work-Based Training (as required of the Apprenticeship Model) Per Credit Allocation: 140 hours = 1 credit

7.2.7 Conceptual Framework: Program and Credentialing Framework for Skilled-Trades Programming

Currently, programming in the skilled-trades includes foundation and apprenticeship programming. The assignment of credits across the skilled-trades, needs to account for current and future programming. The sanctioning of credentialing across existing trades training and future interdisciplinary programming is achievable. Within the institutional credentialing framework, there is also value in enacting policy that supports the confirmation of micro- credentials. Micro-credentials provide flexible access to trades programming and trade qualifications through modular-based programming supporting up-skilling and diversification.

Micro-credentialing in the skilled-trades will strengthen the recruitment, retention, and progression of learners in the skilled-trades. The micro-credentialing pathway affords individuals in the skilled-trades options to access advanced education while achieving established educational milestones. Although micro-credentials are rather new to Canada, the model brings

307 to the forefront a means of acknowledging learner progression over a continuum, which is well suited to apprenticeship programming. There is an increasing demand for educational programming reflecting stackable certificates, nano-certificates, and nano-degrees, emphasizing project-based and skills-based learning that ensures accreditation (Aoun, 2018). Higher education is poised to update and expand upon relevant policies that support modernized programming and credentialing.

Academic credentialing aligned with existing trades training can result in skilled-trades micro-credentials, certificates, and subsequent diplomas, followed by learners opting to complete the Red Seal certification process. Formalized trades education will also meet the applied degree program criteria under the provincial government's degree program guidelines. The applied degree can be structured to meet existing apprenticeship requirements to include occupational- centric applied programming to meet industry licensing requirements. Applied degrees are comprised of 120 to 139 credits, typically requiring 4-years of study while offering a diploma exit option. An applied degree is expected to be career oriented, supported by industry, comprised of a blend of theory, applied learning, and practical on-the-job training.

The inaugural applied degree in the skilled-trades will offer learners the opportunity to acquire an advanced academic credential in their chosen trade. This program will honour the

Ministry's guidelines of being discipline-centric, with skilled-trades being the primary field of study and offering learners the opportunity to hone complementary and transferable competencies. The interdisciplinary nature of the applied degree will be evident throughout the program design and curricula, which will merge specialized trade-based competencies, transferable business, entrepreneurship and workplace skills. The applied degree in the skilled- trades will retain the rigor of the mandated trades apprenticeship requirements. At the same time,

308 the degree will allow learners to develop competencies suited to business development and entrepreneurism, empowering skilled-trades professionals with opportunities for diversification and mobility. This program advancement is anticipated to positively impact efforts to elevate skilled-trades education as a credible and formal field of study.

As stated by the British Columbia Government, the College and Institute Act was amended to account for public colleges expanding their programming to include applied baccalaureate degrees (B.C. Government, 2019). Aligning with the amended Act, formalizing of academic credentialing for skilled-trades programming, will support:

• Recognition of trades-based programming as formal academic college programming.

• Acknowledgment of educational milestones and achievements of trades learners.

• Formalized documentation of graduated and progressive educational achievements by

trades learners.

• Formalized expansion of trades-based programming aligned with competency

requirements designed for the 21st century.

• Formalized opportunity for transfer credit options for trades learners.

• Learners in the skilled-trades as they aim to gain an understanding of accredited

credentials and potential for continuous learning.

• Graduates as they pursue opportunities of career advancement and/or, expanded

opportunities for diversity and mobility.

The academic credentialing framework at the host institution will be comprised of:

• Trades Foundation Certificate (existing).

• Micro-Credentials in the Skilled-Trades (in-progress).

• Diploma in the Skilled-Trades (proposed).

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• Applied Interdisciplinary Degree in the Skilled-Trades (proposed).

As previously mentioned, the first significant requirement in advancing with academic credentialing for the skilled-trades is to confirm credit allocations as aligned with institutional policy and guidelines. Upon confirmation of credit allocations, the advancement of trades-based credentials will build off the existing approved trades foundation certificate followed by formalizing micro-credential, diploma, and applied degree options.

Table 7.3 Program Credentials Specific to the Skilled-Trades

Program Credentials in the Skilled-Trades Trades Foundation Certificate (existing) Pre-Apprenticeship Trades Employability Skills Micro-credential Level One Apprenticeship Micro-credential Level Two Apprenticeship Micro-credential Level Three Apprenticeship Micro-credential Level Four Apprenticeship Micro-credential Diploma in the Skilled-Trades Applied Interdisciplinary Degree in the Skilled-Trades

Specific to the Diploma and Applied Degree in the Skilled-Trades, the following credential framework is based on policy to be applied to the trades, accounts for competency requirements for Red Seal trades programs, and curricula of value to learners pursuing educational and career advancement and diversification.

Table 7.4 Program and Credential Framework for the Diploma and Applied Degree in the

Skilled Trades

Trades Foundation Certificate (Existing Credential Exists Without Credit Allocation) Minimum Instructional Minimum # of Minimum Program Hours Months Credits Foundation 600 - Hours varies across Varies and delivered 40 Red Seal programs over 5.5 to 9 months

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Diploma in the Skilled-Trades Program Matrix Minimum Minimum Instructional Credits and Work-Based Training Hours Apprenticeship Level One (Trades Concentration) 210 14 Apprenticeship Level Two (Trades Concentration) 210 14 Workplace Competencies in the Skilled-Trades (200 Level) 45 3 Technological Applications in the Skilled-Trades (200 level) 80 6 Marketing - Small Business and Entrepreneurship in the 60 5 Skilled-Trades (200 Level) Project Costing and Management in the Skilled-Trades 60 5 (200 Level) Work-Based Training Hours Work-Based Training 420 3 (Integrated Learning/Co-op) Total 1085 50 The above apprenticeship programming will be made available as micro-credentials. Applied Interdisciplinary Degree in the Skilled-Trades Program Matrix Minimum Minimum Instructional Credits and Work-Based Training Hours Diploma 1085 50 Apprenticeship Level Three/Four (Trades Concentration) 420 28 Work-Based Training (Integrated Learning/Co-op) 420 3 Business and Project Communications (300/400 Level) 45 3 Advanced Technologies in the Skilled-Trades (300/400 80 6 Level) Project Development and Management (300/400 Level)* 80 6 Business Management and Finances in the Skilled-Trades 80 6 (300/400 Level) Leadership and Critical Thinking (300/400 Level) 45 3 Business, Service and Product Requirements in the Skilled- 45 3 Trades (300/400 Level) Entrepreneurship and Business Development in the 180 12 Skilled-Trades (300/400 Level) Total 2480 120 Requirements include 45 credits at the 300/400 Level and a minimum of 120 to a maximum of 139 credits. Graduates may choose to pursue credentialing as a Project Management Professional (PMP) which is recognized by over 200 countries.

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The credentialing of trades education aligns with student demand, labour market shifts, and advancements at the regional, national, and international levels. As previously referenced, qualification frameworks exist at the international level with the commitment of recognizing trades programming. The Qualification Framework established by the Republic of Ireland was of specific interest to this study, given that the Irish Qualifications Framework is reputed as leading an international movement for educational transferability. The Irish National Framework of

Qualifications (NFQ) under the oversight of the Quality and Qualifications Ireland (QQI), recognizes trades and apprenticeship programming. Apprenticeship programming is evaluated on its own merits and assigned a placement within the NFQ credential framework with apprenticeship training in Ireland most often recognized at the Advanced Certificate level, level

Figure 7.16 Irish National Framework of Qualifications (NFQ)

Note: Data from Quality and Qualifications Ireland. (2020). National Framework of

Qualifications (NFQ). https://www.qqi.ie/Articles/Pages/National-Framework-of-Qualifications-

(NFQ).aspx

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This formal accreditation provides graduates the opportunity to apply their credentials to their career and/or further educational pursuits. It is especially important to note that within the

Irish National Framework of Qualifications, trade qualifications are respects as one level below a bachelor's degree. This internationally recognized credentialing framework affirms the opportunity to formalize trades programming and, at minimum, modernize institutional-based practices within the host region of this study. Also of interest, in recent years, Canada's Red Seal apprenticeship training has been formally recognized within the NFQ Framework as meeting the equivalency of advanced certification (level 6). It is ironic to consider that Canada's trades apprenticeship training is formally recognized as an advanced certificate at the international level. While in contrast, trades training in Canada lacks formal recognition in its own country of origin.

Figure 7.17 Accreditation of Canada's Trades Apprenticeship Training in the Republic of Ireland

Note: Data from Quality and Qualifications Ireland. (2020). National Framework of

Qualifications (NFQ). https://nfq.qqi.ie/

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Although the host institution's credential framework for the skilled-trades does not directly align with framework qualifications formalized in Ireland, the framework was a valued baseline.

With further progress at the host institution, it is anticipated that the Applied Interdisciplinary

Degree in the Skilled Trades will be placed at Level 7 in the NFQ framework. This accreditation will be sought and will prove to be the impetus for discussions with other Countries while further formalizing the credibility and transferability of trades programming led by the host institution.

A trades-based credentialing model that aligns with the pan-Canadian trades training requirements set out by the Industry Training Authority and Canadian Council of Directors of

Apprenticeship (CCDA) is a paramount priority. Over 15 years ago, Sharpe and Gibson (2005) referenced the value of progressive credentialing, which affords learners the opportunity to specialize in any given trade, allowing access to transferable skills such as business and entrepreneurship, in addition to having the opportunity to choose electives in complementary trades. The advancement of a credentialing framework for the skilled-trades will undoubtedly expand education and career opportunities for learners as they engage in trades-based business ventures and innovation, ultimately contributing to regional economic diversification.

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RECOMMENDATIONS

My primary intent in this study was to gain insight into the needs and motivations of those directly involved in the skilled-trades training phenomena, with the aim to establish baseline data to address an issue and to contribute positively to the advancement of trades programming.

Survey findings followed by interviews presented needs and opportunities for expanded programming in the skilled-trades while reinforcing the importance of training and education to enable learners' personal and professional advancement.

Modernizing skilled-trades education in higher education has the potential to instill learning environments that facilitate a greater appreciation of diversity, inclusion, mobility, collaboration, and innovation. The research data emphasizes the importance of higher education, specifically community colleges holding the mandate of trades training, to pursue program advancement to formalize trade education. The research presented an expressed appreciation towards the value and opportunity to advance with credentialed interdisciplinary trades programming, with credentialing being the responsibility of higher education, specifically community colleges, as set under the College and Institute Act.

The study also presented data specific to supports and resources deemed significant to learners as they establish themselves as active members in their regional economies. Although my primary focus was to gain input specific to trades training, the data offers insight into a broader level of considerations to include: regional stakeholder engagement; needs of sponsors; institutional connectivity with industry and community; program progression; learner’s perspectives of motives and barriers; interdisciplinary trades education within the regional business and entrepreneurship ecosystem; credentialing policy inclusive of the skilled-trades; and a recommended program and credentialing framework for skilled-trades programming.

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With the commitment of moving from concept to practice, the recommendations resulting from this study are specific to: skilled-trades programming; educational policy and credentialing; learner and employer/sponsor supports and resources; and system considerations at the institutional, provincial, federal level and international level.

Programming

• Modernize trades training to include formalizing established apprenticeship theoretical,

technical, and applied training, while establishing an approved credentialing framework.

• Advance with common core trades curricula providing for transferability across and

within trades apprenticeship programming.

• Formalize and implement essential workplace skills programming aligned with industry

and workforce opportunities and requirements of the 21st century, while honouring

learner’s interests and motivations of education and career transferability and mobility.

• Formalize interdisciplinary trades programming supported by credentialing, preparing

learners for trades-based careers, business development, and entrepreneurship.

• Establish trades-based program delivery models that enable ease of access for learners,

including day, evening, and trades-based institutes, avoiding peak production periods

spanning the skilled-trades.

• Formalize trades programming inclusive of blended and online delivery models serving

diverse learners across semi-rural and rural regions.

• Enhance awareness of trades programming and pathway options, which has the potential

to positively influence the perceived valuation of the skilled-trades as a formal field of

study while promoting institutional-based and employer-based learning environments,

which facilitate an appreciation of diversity and inclusion.

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Industry and Community Engagement

• Establish a regional trades programming advisory table comprising educators, learners,

alumni, industry, community, and service professionals.

• Recognize the regional-based multidisciplinary program advisory table as holding diverse

expertise vital to informing interdisciplinary programming.

• Advance with interdisciplinary trades programming supported by regional experts while

respecting emerging and evolving regional learning ecosystem, inclusive of business and

entrepreneurship development.

• Apply the interdisciplinary trades education development framework as a planning

blueprint to identify assets, prioritize resource and supports needs, coordinate regional-

based strategic, capital, and resource plans, while promoting collaboration and synergies

between capacity development and regional sustainability.

• Coordinate the prioritization, collection, and dissemination of regional data specific to

skilled-trades, business development, and entrepreneurship advancement.

Educational Policy

• Establish a recognized credit structure for existing and future trades programming.

• Update and formalize educational policy specific to academic credentialing inclusive of

trades programming.

• Formalize a program credentialing structure applicable to the skilled-trades, including

apprenticeship programming, interdisciplinary programming, and expanded curricula in

the form of micro-credentials, diploma, and degree options.

• Engage with the Industry Training Authority and Advanced Education regarding policy

specific to funding allocations which are influenced by trades programming models.

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• Formalize international transfer and accreditation agreements of value to the skilled-

trades.

Regional Learner Centric Supports and Resources

• Establish a regional network of students, alumni, industry, employers, and community to

promote and install:

o accessible mentorship and sponsorship platform/s.

o accessible education and career succession supports and resources.

o regional-based and inclusive business and entrepreneurial resources.

o mechanism/s to identify and formalize regional priorities to advance collaborative

promotion and regional procurement.

• Formalize with industry and business associations a regional communications strategy to

stimulate awareness of value, impact, role, and expansion of trades-based careers.

• Expand upon the existing institutional platform for work-integrated learning to enable the

inclusion of apprenticeship and trades programming as an approved and acknowledged

form of integrated learning and co-op education.

Regional Employers/Sponsor Centric Supports and Resources

• Formalize professional development opportunities for existing and prospective sponsors

while disseminating baseline work-based training guidelines vital to sponsors supporting

work-based apprenticeship training.

• Establish a regional sponsor recognition framework to acknowledge sponsors as vital

leaders in the sustained advancement of apprenticeship and skilled-trades programming.

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Regional Considerations

• Promote regional conversations with industry and business associations to advance data

collection specific to informing government directives and policy development pertaining

to the skilled-trades, business and entrepreneurship, and regional economies.

• Establish a regional communications strategy specific to skilled-trades that profiles

learners, educational milestones, engagement of learners with community projects and

initiatives, employment accomplishments while exuding the interrelated associations

between and across education, community, economic, and social development.

• Formalize engagement of higher education to support regional small business and

entrepreneurship awareness campaigns and regional development strategies.

Provincial Considerations

• Promote the recognition of the skilled-trades as a viable education and career choice.

• Advance engagement with the BC Council on Admissions and Transfer to expand upon

the existing EducationPlanner BC platform while preparing for the inclusion of trades

programming.

• Promote the recognition of formal credentialing of the skilled trades across industry

bodies, authorities, and advanced education.

Federal Considerations

• Promote the recognition of the skilled-trades as a viable education and career choice.

• Encourage the recognition of interdisciplinary programming and relation to the nation’s

diverse economic base.

• Promote the recognition of business and entrepreneurship as career options spanning the

skilled-trades.

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International Considerations

• Engage Qualifications Ireland (QQI) to seek formal recognition of the Interdisciplinary

Trades Degree within Irelands National Framework of Qualifications.

• Seek accreditation for the host institution’s Interdisciplinary Trades Degree with other

countries to include Australia, New Zealand, and beyond. Accreditation will become a

vital part of the institutional marketing strategy, specific to the skilled-trades.

The presented recommendations are for immediate consideration while respecting that further development is inevitable and will be directly associated and dependent on program implementation and further related research.

8.1 Further Research

This study encourages further research to assess interdisciplinary trades programming's impact and benefits regarding learner recruitment, retention, educational progression, and career diversification and mobility. Subsequent research will present an opportunity to assess the significance of credentialing of trades programming. Credentialing from the perspective of its influence on learners' educational and career pursuits provincially, nationally, and internationally, effects of credentialing on the valuation of the skilled-trades, the influence of credentialing on apprentice recruitment and completion rates, and acknowledgment of the skilled-trades as a formal field of study deserving of academic legitimacy. There is also value in advancing a longitudinal study to explore the impact of interdisciplinary trades-based programming, its composition, and its role in fostering intentions and ultimately achievements concerning regional trades-based entrepreneurship and business development. There is also value in advancing with research to assesses the direct impact of trades-based education on regional economies with data ultimately informing policy and federal and provincial resource priorities.

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CONCLUSION: EDUCATIONAL ADVANCEMENT AND TRANSFORMATION OF SKILLED-TRADES PROGRAMMING

This research study was dedicated to expanding on existing data and knowledge while addressing a problem specific to the skilled-trades. Currently, trades training in B.C., and more specifically at the host institution located on Vancouver Island, affords learners the opportunity to acquire the theoretical and technical competencies mandated for each trade. Established trades apprenticeship training that includes instruction and applied learning aligned with trade-specific competencies and industry-based credentialing. Yet, there is a noted need for the progressive development of interdisciplinary skilled-trades programming and formal academic credentialing.

Interdisciplinary programming relevant to present-day demands while offering learners enriched programming encompassing specialized trades training, essential workplace skills, advanced technologies, and transferable business and entrepreneurship skills to meet the needs of the diverse economies of the 21st century.

The distinct opportunity to expand skills training and education for individuals pursuing diverse careers in the skilled-trades involves an expansion and inclusion of complementary curricula. Trades-based curricula designed for emerging economies and shifting labour market demands which also warrants formalized academic credentialing. The need for skills training and formalized education in the trades has been explored by scholars, economists, and government dating back to the enactment of the first apprenticeship Act in 192829 and continuing through to modern-day assessments of provincial trades training.

Since the formation of the Council of Ministers of Education, Canada, in 1967, multiple and diverse initiatives have directly and indirectly influenced higher education, and more

29 The first Apprenticeship Act was passed in Ontario and originated through demand spanning the building trades as was spear headed by Joseph Piggott.

321 specifically to this study, skilled-trades training in Canada. Across Canada, individual provinces and territories have oversight and autonomy regarding skills development and education, resulting in varied education mandates and strategies spanning the nation. The lack of a national education strategy has been critiqued as compromising Canada’s ability to progressively advance citizens' educational capacity, with expanded capacity being deemed vital to innovation and economic development. The Advisory Council on Economic Growth (2017) outlined the necessity for aligning education and skills development with the labour market by stating that:

Canadian workers face a rapidly changing economy which will have a profound

impact on the nature of work and jobs of the future. To be equipped for this change,

there is a critical need for Canada to rethink our approach to learning, work, and

training. (p. 2)

Given the dynamic regional, provincial, and national economic landscapes, higher education and specifically the host institution is encouraged to respond with modern advanced education supporting community-based approaches through interdisciplinary trades programming. Advanced education to prepare graduates for diversified careers and greater mobility in skilled-trades. Educational programming suited to regional economies reliant upon a workforce equipped to work across various trade-based industries inclusive of small business and entrepreneurial development. There are calls for modernized education that honours established requirements for the skilled-trades, while strengthening programming through the integration of workplace transferable competencies and business and entrepreneurial competencies. A timely advancement of skilled-trades programming demonstrates a commitment to address the fact that B.C.’s trades training system is dated, and that:

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A continued ‘narrowing and shallowing’ of the trades training system carries the

major risk that the workforce may not have the depth and breadth of skills, both

individually and collectively, required to adapt if economic conditions or the nature

of skill requirements change in B.C. (BCFED, 2017, p. 21)

An era of disregard and lack of formalized programming and credentialing of apprenticeship training in the skilled-trades is about to enter a state of transformation. Transformation led by students, community, and industry stakeholders who have asserted the need and value for enriched skilled-trades programming. Programming which extends beyond the status-quo with higher education taking a proactive stance to address the “reality [of] existing siloed institutional arrangements and fragmented knowledge disciplines” which are are “not keeping up with the nature and scope of social and environmental wicked challenges facing communities” of the 21st century (Strandberg, 2017, p. 16).

Trades training and education at the host institution is poised for expansion and academic credentialing. As Canada strives to become more influential in the global marketplace, recognizing its trades training and education while exemplifying a modern life-long learning continuum can bring the country to the forefront of global involvement. As evidenced throughout this study, many esteemed scholars have contributed to the existing knowledge base encouraging communities of practice to hear the appeal that training and education needs to align with regional labour markets. The importance of investing in the skilled-trades as an academically credentialed field of study for this generation and the next is widely encouraged by the need for improved learner succession and mobility. Although this study was regional-centric, it has demonstrated how an opportunity exists to invest in trades curricula and academic credentialing that has been debated at the national and international levels for decades. Given the need to

323 address this overdue advancement, it is inevitable that community colleges need to position themselves at the epicenter of such developments. College can hold a leadership role in engaging with industry, community, and governments to foster and promote “economic and community development; access to education; workforce preparedness; technology; funding and governance” (Chesson & Rubin, 2003, p. 2). The time has come to build upon the successes demonstrated internationally, where the skilled-trades and vocational programming are reputed as vital to fostering employment, proliferating innovation, and sustaining economic development.

The insight of Axelroth and Dubb (2010) becomes increasingly prevalent today as they encouraged higher education to utilize their resources and capacity to support the “long-term welfare of their communities” (p. 3). At the regional level, there are ample opportunities that substantiate how community colleges “provide much of the civil leadership in semi-rural and rural regions and are often known to be more nimble and responsive while being adept at informing and supporting regional innovation” (Cordes & Peters, 2014, p. 3). With innovation proclaimed as imperative for regional development, the recognition that community colleges foster, stimulate, and empower innovation is commendable, thus warranting an expanded investment by municipal, regional, provincial, and federal governments.

This research study was launched during a period of economic uncertainty, and while there were minimal opportunities for skilled-trades learners to acquire formal academic credits for trades-based educational accomplishments, resulting in barriers further delaying educational and career advancements. Across the breadth of academia, credit-based programming accompanied by credit transfer systems has enabled supportive and seamless mobility for learners, except for the skilled-trades. This consideration needs to be a top priority for institutes of higher education,

324 in order to inform and ratify policy, while truly reflecting the best interest of learners across all fields of study. The current deficiency in academic credentialing associated with the trades is a blatant and dismissive disregard for the skilled-trades as an accepted and viable discipline of study. A discipline of study which requires a high degree of aptitude, theoretical, and applied skills acquired through rigorous programming, requiring no less than four years of continued progressive commitment. This commitment to exploring the opportunities and challenges of interdisciplinary trades programming, within the context of a public post-secondary college serving semi-rural and rural communities, has yielded data supporting moving forward with program advancement and academic credentialing across the skilled-trades. Data supporting the progressive installation of micro-credentials and a trades-based diploma, creating educational pathways towards an inaugural applied degree in skilled-trades, to benefit not only the host institution but quite conceivably other colleges in the province of British Columbia and beyond.

The formalization of academic credentials for the skilled-trades honours current apprenticeship requirements and advances the skilled-trades in the best interest of learners and the sector.

This research study encourages progressive development, which is undoubtedly instrumental in transforming the misconceptions and preconceived notions about trades training education and related career opportunities across the sector. Subsequent research measuring the impact of credentialed skilled-trades programming at the regional level is anticipated, with a fervent ambition of countering previous reports related to apprenticeship programming being perceived as “undervalued dimension” of higher education (HRDC, 2002, p. 28). Over time, such reports as the Canadian Chamber of Commerce (2012) stating that “the trades are the misunderstood side of postsecondary education” (p. 6) will be rendered invalid by addressing the impact and value of accredited post-secondary education in the skilled-trades. Future research is also

325 anticipated with respect to the influence of expanded programming on apprenticeship recruitment and retention and levels of business and entrepreneurship development across the region.

The research study encourages the formalization of related frameworks and schematics that will be evaluated as they are implemented, with the goal of documenting the progress and potential for broader applications while ultimately informing pan-Canadian policy agendas.

Ibrahim and Soufani (2002) articulated that “if the Canadian small business sector is to remain competitive in a free trade environment, a coherent national policy agenda must be developed” and they also proclaimed that a national strategy is needed, and must encompass a “framework of entrepreneurship training” (p. 424). Such a national framework could support higher education and specifically, institutions motivated to promote and advance interdisciplinary programming while holding a role in stimulating pan-Canadian regional business and entrepreneurial ecosystems. Pan-Canadian frameworks supported by policy that ultimately guide programming in the best interest of economic sustainability (Ibrahim & Soufani, 2002). My intent from this study is to advance with interdisciplinary trades programming to prepare learners for existing and emerging economies, while empowering learners in pursuit of educational and career progression, as facilitated by a regional-based learning ecosystem.

Upon reflection, curricula development and credentialing for skilled-trades programming will honour Canada’s strengths as a nation inclusive of the nation’s commitments under

UNESCO. Canada is recognized globally as one of the most admired and sought-after countries for residence and work environment. Not solely for its free and open democracy and expansive landmass, but also for its ability to demonstrate to the world its value for embracing knowledge development and cultural diversity. Canada is ultimately empowered through collaborative

326 knowledge sharing with development dependent upon and strengthened by a homogenous blend of expertise and cultures. Canada is a nation with a composite virtual honeycomb of industries, sectors, and economies, which through interdisciplinary programming, will and can be further enriched by aligned educational programming achieved through the commitment of regional- based program development and delivery. The collective vision encouraged through the

Interdisciplinary Trades Education Development Framework capitalizes upon the opportunity to promote interdisciplinary learning through a community-led ecosystem of capacity development and innovation.

Moving from concept to practice specific to credentialed interdisciplinary trades programming will become a reality supported through this research. During the preparation of this dissertation, funding proposals have been developed and will be further profiled with the commitment to advancing with program development and implementation. The interdisciplinary skilled-trades development framework and adjoined programming is aimed at engendering a collaborative culture of learning. A culture that encourages pride in knowledge development spanning the skilled trades, promoting increased regional business development and entrepreneurship, spurring regional procurement, and ultimately a continuum of innovation and economic development.

“Education breeds confidence. Confidence breeds hope. Hope breeds peace.”

Confucius

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APPENDICES

Appendix 1 Alumnus/Alumna/Student Research Participant Consent and Survey

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Appendix 2 Non-Student Research Participant Consent and Survey

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