A Report prepared for the Prairie Centre of Excellence for Research on Immigration and Integration

As part of an initiative to better integrate students in the Metropolis Project, one of the aims of Phase II is to enrich graduate and undergraduate careers by developing strategies to aid students in their research goals. To understand the nature and degree of student involvement in the Prairie Centre of Excellence for Research on Immigration and Integration (PCERII), former and current students from the Prairie region were asked to reflect on their experiences, and offer recommendations on how to improve student involvement. To gain an understanding of who they are and the degree and nature of their involvement, students from across the Prairie region completed a survey questionnaire. Focus group discussions were conducted to further investigate students' experiences; they offered students the opportunity to participate in a collective effort to recommend suggestions for enhancing PCERII involvement.

The report is divided into five main sections. The introduction is followed by a description of the methodological procedures employed for this research. In this section, the data collection methods and the interview formats used for the study (focus group discussion questions and survey instrument) are reviewed. Section three presents the survey results. Results from the Alberta student sample are presented first, followed by the results from Saskatchewan and Manitoba. The focus group results are presented in section four. Section five offers concluding remarks.

The study began with locating the names of graduate and undergraduate students who are or were involved with the PCERII in various capacities since the Centre’s inception in 1996. Through PCERII records it was established that a total of 180 students have been involved with the Centre. The records utilized to establish this information included PCERII annual reports and approved grant applications submitted by the affiliated researchers up to March 2001. Students whose names were included on grant applications approved in April 2001 were not included in the study because many researchers had not yet hired student assistants for those studies. In the instances where the student assistants were hired, the short span of their experiences did not warrant their inclusion in the population frame.

Out of 180 potential respondents, 161 were found to be eligible to participate in the study. In several instances, although we knew that a researcher had hired research assistants for his/her PCERII-funded project, we failed to locate the names of these students. In two instances a researcher informed us that students were not involved in research activities but rather served on an advisory board. Therefore, the names of these students were omitted from the final population frame. Both data instruments (focus group guide and survey questionnaire) were approved by the Ethics Committee at the Department of Sociology at the University of Alberta.

Initial contact with respondents was made predominantly via email. Those respondents for whom an email address could not be found were contacted by phone. During the initial contact, respondents were introduced to the study and its goals. Respondents residing in locations where focus group sessions were held were invited to participate. All respondents were informed that their participation in the study was voluntary. Phone interview participants were also informed that they were free to skip any questions they did not wish to answer and that they could end the interview at any time. All participants were also informed that their answers would be kept strictly confidential and would not be connected with a specific researcher or research project. It was stressed that the goal of the study was not to evaluate the work of individual researchers or students but to facilitate planning of programming that involves student participation.

The PCERII Student Involvement Study had two components: focus group discussions and a survey. A total of 24 students participated in six focus group discussions held in Alberta and Manitoba. Three were organized at the University of Alberta, two at the University of Calgary and one at the University of Manitoba. A focus group for students residing in Saskatchewan was initially scheduled but was canceled due to a lack of participants. Focus groups were held during the last two weeks of September 2001. All participants were asked to sign a consent form prior to beginning of the discussion.

Focus group sessions were taped and the facilitator’s assistant took written notes to assist with the transcription. Across Metropolis Centres, directors identified themes for focus group discussions. Using these as a guideline, members of the research team developed a discussion framework which included the following topics: research skills and training, professional development, access to PCERII and/or Metropolis resources, communication and networking with other students and researchers (see Appendix 2 outlining the focus group guiding questions). Students were further asked to offer recommendations as to how student involvement with the PCERII and the Metropolis Project could be improved. The taped interviews were transcribed and analyzed according to the aforementioned themes.

The quantitative component of the study consisted of a survey questionnaire which was sent or given to all 161 eligible students. The data collection took place from mid-September until October 31, 2001. Several data collection methods were utilized. Students who were able to participate in a focus group meeting were invited to complete a hard copy of the survey questionnaire at the end of the discussion period. Those who were unable to participate in the focus group discussions, either due to schedule constraints or because they no longer resided in locations where focus group meetings were held, were asked to participate in the study by completing the survey questionnaire. These respondents were given an option to complete the questionnaire on-line and submit it electronically, or to schedule a phone interview with a member of the research team.

Out of 161 eligible respondents, 95 completed the survey questionnaires. Twenty-four questionnaires were completed at the focus group discussions, 47 respondents were interviewed by phone, 22 respondents submitted a questionnaire electronically, one questionnaire was faxed, and one was delivered to the PCERII Administrative Centre in person (see Table 1).

Table 2 shows the breakdown of respondents by university affiliation at the time of their involvement with the PCERII. Out of 95 student participants, 50 (53%) were associated with the University of Alberta, 19 (20%) were associated with the University of Calgary, ten with the University of Manitoba, seven with the University of Saskatchewan, five with the University of Winnipeg, three with the University of Regina, and one student had an affiliation with a university located outside the Prairie region.

The survey component of the study was designed to assess the nature of student involvement and the impact the experience had on their professional development and careers. The questionnaire included fixed as well as open-ended questions and consisted entirely of original questions constructed by members of the research team (see Appendix 1 for a copy of the questionnaire). The questions were constructed and arranged according to the following topics:

1. Involvement with the PCERII
2. Conference Attendance
3. Conference Presentations and Publications
4. Thesis/Dissertation Presentations
5. Use of Metropolis Resources
6. Student Registry
7. Inter-Centre Internships
8. Employment
9. Evaluation of Experience
10. Demographics
11. Additional Comments

This section presents the survey results. Part one focuses on students who were affiliated with either the University of Alberta or University of Calgary at the time of their involvement with the Prairie Centre. Part two profiles the experiences of students from the University of Saskatchewan, University of Manitoba, University of Winnipeg and University of Regina.

This subsection focuses on students who were or are affiliated with the University of Alberta or the University of Calgary at the time of involvement with PCERII. Undergraduate students who participated in the PCERII internship program are discussed separately. All respondents will be identified as ‘students’; except for those in the internship program who will be referred to as ‘interns’. Topics include student/intern profiles; mobility; conferences; publications; theses and dissertations; PCERII services and activities, and employment. The achieved response rate for respondents from the University of Alberta and University of Calgary (71% and 61%, respectively) allows us to confidently surmise that these findings are representative.

A large majority of students from University of Calgary heard about PCERII through a project supervisor/researcher (67%) or through a specific PCERII funded research project (11%). Although a majority of students from the University of Alberta learned about PCERII through these means (43% and 19%), a significant number discovered PCERII through other professors or thesis supervisors (14%), advertising (5%), classmates (5%) or non-governmental organizations in the community (3%). Eight percent of University of Alberta students and six percent of University of Calgary students did not know about the PCERII at the time of being surveyed.

Respondents were asked how they became involved with PCERII. The large majority from both universities did not actively seek involvement but were invited or recruited. A minority of students actively sought affiliation with PCERII, with 21% from University of Alberta and 16% from University of Calgary applying for advertised positions or directly approaching researchers. Ninety percent of students from University of Calgary and 76% from University of Alberta were first involved with PCERII as research assistants.

While just over half (53%) of all students from both universities were at the Master’s level when they first became involved with PCERII, 37% of University of Calgary students became involved at the Bachelor’s level as compared to 13% from University of Alberta (see Table 3). Thirty-four percent of students from University of Alberta and 11% from University of Calgary became involved with PCERII at the Doctorate level. Students involved with PCERII come from a wide variety of academic disciplines.

At the University of Calgary, most affiliated students were from Education (37%), followed by Sociology, Economics, Linguistics, Psychology, Geography and Religious Studies (Table 4). At the University of Alberta the distribution of students was more widespread across disciplines, with 21% each from Education and Nursing, followed by Sociology, Anthropology, Psychology, Human Ecology, Public Health Service, Linguistics, Political Science, History and Literature.

Respondents were asked about their inter-centre involvement with other Metropolis Centres across Canada. Only four students (7%) indicated cross centre involvement and all of these students were involved in the same research project.

In terms of age, students from University of Calgary tend to be younger (average age: 33 years) than those from University of Alberta (average age: 37 years). This difference in age may be due to differences in levels of education between universities at the time of first involvement with PCERII. At both universities females greatly outnumber males (4:1 University of Alberta and 9:1 University of Calgary).

Respondents were asked about their overall satisfaction with their experience with the PCERII. On a scale of one to five where one means very dissatisfied and five means very satisfied, a large majority of respondents indicated being satisfied or very satisfied (83% University of Alberta and 75% University of Calgary).

While a large majority of students (90%) who were affiliated with the University of Alberta were still residing in Edmonton at the time of the survey, only a minority of students (47%) from the University of Calgary were still living in Calgary. Some of this difference may be explained by the higher percentage of University of Alberta students (82%) as compared to University of Calgary students (68%) who are still involved with PCERII and thus are more likely to still be students. However, this difference provides only a partial explanation. The number of students that began their participation with PCERII at the University of Calgary remained relatively constant between 1995 and 2001 with a range of two to four new students becoming involved each year. In contrast students who began their involvement with PCERII at the University of Alberta varied, with only one new student in 1995, two in 2001, and a peak of 13 students becoming involved in 1997.

Attending conferences offers students exposure to the broader academic community, insight into current research and connections, and opportunities to network with colleagues, mentors and other academics. Eleven students from University of Alberta (30%) and ten students from University of Calgary (53%) attended at least one PCERII workshop, or Metropolis national or international conference. Eight students from University of Alberta and three students from University of Calgary presented at Metropolis conferences. Table 5 shows the number of students in attendance, and the number of student presentations at Metropolis conferences.

Some respondents (13% University of Alberta and 16% University of Calgary) had authored or co-authored papers presented at Metropolis conferences by someone other than themselves. Almost one-third (32%) of students from the University of Calgary and nearly one-quarter (24%) of students from the University of Alberta presented a PCERII research project at a Metropolis conference. A minority of students (16% University of Alberta and 18% University of Calgary) participated in the organization of and/or worked at a Metropolis conference.

Forty percent of students from University of Calgary and thirty-six percent of students from University of Alberta indicated that the research project they worked on resulted in a publication (the percentage of these respondents that were authors or co-authors is unknown). A majority of students from both University of Alberta (65%) and University of Calgary (56%) reported that their own thesis was related to Metropolis research interests. Furthermore, half of the respondents from the University of Alberta and 43% from University of Calgary utilized Metropolis internet resources to conduct research for their thesis or dissertation.

Of those students with completed theses or dissertations, only six percent from University of Alberta and 25% from University of Calgary had presented their work at a Metropolis conference. A slightly higher proportion had published their work in an academic journal (28% University of Alberta and 13% University of Calgary). While a majority of respondents (59% University of Alberta and 86% University of Calgary) indicated that they would be interested in publishing their thesis/dissertation online through a Metropolis web site, students expressed concerns regarding subsequent publishing rights.

Although our findings show that services and activities offered by PCERII are under-utilized, it must be noted that a large number of students indicated being unaware of them. Brown Bag Seminars offer opportunities for students to learn about and present research, and for affiliated community agencies to profile their work. The PCERII organized a greater number of brown bag seminars at the University of Alberta. Other node universities should take an initiative to organize these sessions in an effort to promote Metropolis in the respective communities. Sixty-three percent of respondents from University of Alberta and six percent from University of Calgary had attended a brown bag seminar. While 18% of students from the University of Alberta had presented Brown Bag seminars, no students from University of Calgary have had such an opportunity.

The PCERII library was utilized by 24% of University of Alberta students and none of the students from University of Calgary. This finding is not unexpected as the library facility is located at the University of Alberta. On the other hand, a larger minority of students from both universities (40% University of Alberta and 47% University of Calgary) have accessed information from the Metropolis web site. Students used the web site for a variety of reasons including academic research (68%), learning about Metropolis/PCERII (20%), conference information and events (8%), and learning about professors and their interests (4%). Satisfaction with the web site was high, with 100% of the students from University of Alberta and 71% from University of Calgary finding the web site helpful or very helpful.

A minority of students from both the University of Alberta (18%) and University of Calgary (17%) have used data sets available through the PCERII. Again, it must be noted that these percentages may be influenced by a general lack of awareness of PCERII services.

While 26% of students from both universities are aware of the Metropolis Student Registry, only one student reported having registered. However, a majority of students (81% University of Alberta and 71% University of Calgary) reported interest in inter-centre internships, indicating a desire to be connected to this larger research body.

Respondents were asked whether they were hoping to secure employment with a Canadian or International Metropolis partner. Respondents from University of Calgary were mainly undecided (47%), just over one-quarter (26%) were not interested in this type of employment, and 21% expressed an interest in securing employment with a Canadian or International Metropolis partner. Fewer University of Alberta students were undecided (17%), one-third were not interested, and 31% were interested in securing employment with a Canadian or International Metropolis partner. Eight and five percent of students from University of Alberta and University of Calgary respectively had already secured employment with a Metropolis partner.

Of those respondents who are currently employed either full-time (37% University of Alberta and 42% University of Calgary) or part-time (37% University of Alberta and 32% University of Calgary), 52% from University of Alberta and 35% from University of Calgary hold employment that relates to Metropolis interests. Seventy-five percent of respondents from University of Calgary and 69% from University of Alberta are satisfied or very satisfied with their jobs.

When asked about their intended or current career streams, almost half (49%) of students from the University of Alberta and 40% of students from the University of Calgary indicated that they had pursued or wished to pursue careers in academia, followed by employment in the public sector (37% University of Alberta and 33% University of Calgary). More University of Calgary students (21%) than University of Alberta students (3%) had or were planning to pursue employment in the private sector.

An undergraduate internship program was implemented in the 1997-1998 school year. Interns selected for this program typically volunteer at local immigrant serving agencies for four to five hours each week during a term. As the PCERII is a non-teaching research centre, this program offers undergraduate students opportunities for hands-on experience in the community. The internship program not only benefits students but also strengthens links between service providing agencies and the PCERII academic community. The following data comes from questionnaires completed by twelve student interns.

The majority (58%) of interns learned about the program through a presentation in one of their classes, 17% learned about the program from a professor or supervisor, another 17% were informed by classmates or friends, and 8% learned about the program from a poster. Unlike the graduate students, the interns were pro-active in securing internship positions, with 92% applying for a position.

Internship students are generally younger than their graduate student counterparts with a mean age of twenty-six years and a range from twenty-one to twenty-nine years. Gender distribution for interns is similar to that of the graduate student group with females outnumbering males at a ratio of 3:1.

Eighty percent of the respondents became involved with PCERII during the fourth year of their BA degree and the remaining 20% became involved during the third year. Interns came from a variety of academic disciplines including Sociology, Anthropology, Psychology, Science and Business (see Table 6).

Duration of involvement ranged from five to twelve months, with a mean duration of involvement of 7.25 months. Affiliation with the PCERII did not tend to continue

after students completed the internship program. Only one student had continued involvement with the PCERII but at a graduate student level. A very high proportion of interns (92%) expressed being satisfied or very satisfied with their overall experience with the PCERII internship program.

While three-quarters (75%) of the interns had attended Brown Bag seminars, only one respondent had presented. In contrast to graduate students who used the Metropolis web site more than the PCERII library, a majority of the interns (58%) used the PCERII library and only 36% used the web site. While half of those accessing the web site used it to learn about Metropolis, the remaining half used the web site for research purposes. The majority (75%) found the web site to be helpful or very helpful, while the remaining 25% found the web site not at all helpful. Although a majority of interns (73%) expressed an interest in inter-centre internships, a majority have not secured, or are not interested in securing, employment with a Metropolis partner.

One-third (33%) of the intern respondents continue to be full-time undergraduate students, and two students are continuing their studies at a MA level. Half of the interns are presently employed full-time. Of those employed, half are working in jobs that are related to Metropolis interests. While one-third are very satisfied with their employment, eleven percent are very dissatisfied.

This survey was undertaken to increase our understanding of graduate students’ involvement and experiences with Metropolis. In light of the above mandate, it is crucial to investigate the experiences of those students who do not have direct access to the Prairie Centre for Research on Integration and Immigration (PCERII) due to their location. The students in Manitoba and Saskatchewan are in such a position where their participation often does not result in direct contact with the PCERII headquarters located in Edmonton, Alberta. This section presents the survey results from those students who could be located in Manitoba and Saskatchewan. It should be noted that the response rate was low (52% in Manitoba and 37% in Saskatchewan), and therefore may not be representative of the total student population in Manitoba and Saskatchewan affiliated with a Metropolis related project. Nevertheless, the findings suggest patterns of student involvement that are worth noting.

Seventy percent of students in Saskatchewan heard about the Prairie Centre or the Metropolis network through their project supervisor or researcher, or thesis supervisor or another professor. The majority of students (90%) were invited to participate in PCERII funded research via a supervisor's request. Only one student actively sought involvement by applying for a PCERII related project. Interestingly, almost one third of the students (30%) in Saskatchewan were not aware that the project they were involved in was related to Metropolis or the PCERII. Moreover, it is interesting to note that most students do not continue their affiliation with PCERII once their involvement in a Metropolis-related project ends. Of those interviewed, only one student continued his or her involvement with the PCERII.

Similar to Saskatchewan, 67% of the students in Manitoba heard about PCERII through their project supervisor/researcher or through their thesis supervisor or a professor. Furthermore, all students from Manitoba began their involvement with the PCERII by invitation from their supervisors. Twenty percent of the students were unaware of their project's connection with Metropolis or PCERII. Thirty-three percent of the students remain involved with the PCERII.

In Saskatchewan, 60% (n = 6) of the students were female and 40% (n = 4) were male. Similarly, 60% (n = 9) of the students interviewed in Manitoba were female and 40% (n = 6) were male. Twenty percent of the Saskatchewan students and 33% of the Manitoba students are no longer residing in their respective provinces. The majority of the students (53% in Manitoba and 70% in Saskatchewan) were between 21 to 30 years of age. Twenty percent of students in both Saskatchewan and Manitoba were between 31 to 40 years. Moreover, 27% of Manitoba and 10% of Saskatchewan students are between 41 to 50 years.

Table 7 shows that Saskatchewan students involved with PCERII were equally represented at the Bachelor's (50%) and Master's (50%) level. In general, students from Manitoba were equally represented at the Bachelor's, Master's and Doctorate level, with one post-Doctoral student.

Table 8 shows that the majority of Saskatchewan students are from sociology (70%), with the remainder from political science (20%) and psychology (10%). In contrast, students from Manitoba represent a greater range of faculties including history (40%), sociology (27%), economics (20%), education (7%) and social work (7%).

Table 9 shows that over one-half (56%) of Saskatchewan students’ intended or current career stream is in the public sector. In contrast, most students (86%) in Manitoba listed academia as their intended or current career stream.

In general, Saskatchewan students were involved with the PCERII as research assistants. Students from Manitoba were involved with PCERII as research assistants (80%) and interviewers (27%). The majority (90%) of Saskatchewan students did not publish or present findings from the research projects with which they were involved. In fact, only one student had published and presented research findings at a Metropolis conference. In contrast, more students in Manitoba published their research, and attended and/or presented at a Metropolis conference. Thirty-three percent of Manitoba students had publications resulting from their PCERII related research. While 60% of Saskatchewan students attended a Metropolis conference, 27% percent presented their theses at a Metropolis conference.

While 40% of Manitoba students’ theses were related to Metropolis research areas, only 20% of students' theses were directly connected to a PCERII project. In contrast, 77% of Saskatchewan students who wrote a thesis (n=13) had their thesis connected to a Metropolis research area. In addition, 23% of these students’ theses were directly connected to a PCERII project.

When asked about their overall satisfaction with the PCERII, many students rated their involvement positively. On a scale of 1 to 5 where 1 was "very dissatisfied" and 5

"very satisfied", 70% of students from Saskatchewan were satisfied or very satisfied with their involvement. A greater proportion of students in Manitoba (93%) were satisfied or very satisfied with their involvement.

Only 33% of the students in Manitoba and 20% of students in Saskatchewan accessed information through the Metropolis web site. Similarly, only 20% of students in Manitoba and 20% in Saskatchewan used data sets accessed through the PCERII. With regard to the PCERII library, the utilization rate was low, with 20% of students in Manitoba and 10% in Saskatchewan using library services. The attendance rate for brown bag seminars was also low. In Saskatchewan, none of the students attended or presented at the brown bag seminars. Slightly more students in Manitoba attended a brown bag lecture (27%), with 20% presenting research at these seminars.

In Manitoba, 78% indicated that they would be interested in having their theses placed online. In Saskatchewan, 75% of the students for whom this question was applicable replied that they were interested in making their theses accessible online. Only 27% of students in Manitoba and 10% in Saskatchewan were aware of the Metropolis web site. None of the students in either of the provinces had entered their name in the student registry. With regard to the proposed inter-centre internship, 60% of students in Manitoba and 80% in Saskatchewan stated that they would have been interested in such an opportunity.

The majority of students involved in all three Prairie provinces were recruited to the PCERII through an academic supervisor or professor. However, a notable proportion of students across the Prairie region were unaware that their research projects were connected to the PCERII and/or Metropolis network. Thus, while professors serve as important links between students and the Metropolis network, this link is not explicitly conveyed to students.

Students were represented at the Bachelor's, Master's, Doctoral and post-Doctoral levels. However, proportionately more students from the University of Alberta compared to other Prairie region universities were at the doctoral level at the time of their involvement in the PCERII. Students represented a range of disciplines, including those from the social sciences, humanities and natural sciences. Also included in the sample were undergraduate students involved in a PCERII internship program. While most students' thesis projects were related to a Metropolis research area, only a minority of students' thesis work was directly connected to a PCERII project. Involvement in a Metropolis related project offered some students the opportunity to publish. In general, students' participation in Metropolis conferences was moderate across the Prairie region. Furthermore, students were more likely to attend than to present research at a Metropolis conference.

It is most apparent from the survey results that students across the Prairie region require more information regarding the Metropolis network and the resources and activities available. Particularly outside the PCERII administrative centre located at the University of Alberta, many students are unaware of Metropolis services and activities, such as the student registry, brown bag seminars, the Metropolis web site, library resources or the data sets available to graduate students. Thus, although students rated their experience with the PCERII positively, increasing students’ awareness of the various resources offered would serve to further enrich their experience with Metropolis. An in-depth examination of students' insights, experiences and recommendations to improve their Metropolis involvement is offered in the next section which presents the focus group results.

The focus group discussions dealt with several themes including research skills and training; professional development; access to resources; and communicating and networking with other students and researchers. Students (both undergraduate interns and graduate students) were also asked to offer recommendations as to how their involvement in the PCERII and the Metropolis Project could be improved. Results from the focus group are discussed below.

One of the main goals of the focus group discussions was to assess the type and degree of training students acquired through their involvement with the Metropolis Project. Repeatedly, students from all affiliated Universities emphasized the value of being able to apply their knowledge in a practical research setting. Stressing the value of experiencing the actual research process outside a classroom environment, this hands on experience was considered critical in enhancing and developing students' research skills and training.

Speaking to various phases of the research process, students commented on how they learned to define and refine a research problem, conduct literature searches and write literature reviews. Many students learned how to develop both qualitative and quantitative survey instruments, and learned how to code data and use statistical packages, such as SPSS. Several students were offered the opportunity to conduct interviews, some for the first time. In addition, students were exposed to a variety of methodological approaches including action research and oral history. Many were also involved in the analysis of data. Students also noted an improvement in their writing and analytical skills as they worked through their assigned projects. Those who had presented their research commented on how their experience with Metropolis strengthened their presentation or public speaking skills.

Learning new skills was particularly evident among undergraduate students. As opposed to graduate students who talked about honing skills they already had, undergraduate students developed skills they never had before, emphasizing the value of being exposed to the research process for the first time. Undergraduate students who were formerly part of an undergraduate internship program offered at the PCERII, talked about how their placement experiences offered them exposure to a research team environment, the opportunity to interview, and a chance to develop presentation and interpersonal skills. These students, however, stressed that their involvement in a research project was limited, and often times, they were placed in an observation role as opposed to being fully active in the research process.

In considering the research process as a whole, students stressed that there is not an ideal, generic way of conducting research. Through interviewing, for example, students gained an appreciation of cultural differences, emphasizing their awareness of the need to be culturally sensitive when developing survey instruments and conducting interviews. Students learned the need to be flexible in their research work, displaying an understanding that there is not one way, but many ways, to collect and interpret data.

Understanding how Metropolis can advance students' career goals is an express purpose of Phase II of the Metropolis Project. Thus, another goal of this study was to assess how involvement in Metropolis aids or aided students in their professional development. From this perspective, involvement in the Metropolis Project affected students in a number of ways. Undergraduate interns talked about how the skills they acquired, such as interview and interpersonal skills, would be valuable additions to their resumes.

Students commented on how their experience with Metropolis opened up a variety of possibilities which they had never considered before. In terms of education goals, some students commented on how working on a Metropolis-funded project influenced their decision to pursue a graduate degree. Other students discussed how the direction of their doctoral research was heavily influenced by their work in Metropolis. For example, one student was awarded a SSHRC fellowship as a result of her work with the PCERII, while some students were able to use PCERII-produced data for their own thesis work. Other students drew from the pool of professors affiliated with Metropolis to use them as thesis committee members and/or potential referees.

In terms of career goals, one student reaffirmed the desire to pursue her work in the area of immigrant integration because of her Metropolis involvement. Other students stated that their current employment was gained as a result of acquiring quantitative skills developed in a PCERII project. In addition, students from most Prairie universities remarked how their work with Metropolis allowed the possibility to publish chapters, articles or manuscripts, and present publications in a professional capacity. Due to their work with the PCERII, other students anticipated working in their chosen area of expertise. One student had interviewed for several worthy employment opportunities for which she would not have been qualified if she had not worked on a PCERII-funded project. Another student became aware of employment opportunities in the area of immigration as a result of her PCERII involvement. Speaking of her involvement in her project, she explained, "I think it made me realize that you can get work in this area as well as doing research."

In addition to these employment-related benefits, students commented on how their work with PCERII enriched their graduate student experience or careers, particularly as they watched a research project unfold, and as they strengthened their interactions with academics, NGO workers, and individuals from a broad range of ethnic communities. This professional environment and the possibility of publishing also enabled students to feel a sense of belonging within an academic community. One student said, "You also feel like a peer with the professor that you're working with." The opportunity to develop a sense of community is discussed in the section exploring communication and networking.

Metropolis offers a wealth of resources to students and affiliated researchers. Services vary widely including access to library materials and data sets, opportunities to attend Brown Bag lectures, and the extensive range of information offered at the Metropolis web sites. However, with the exception of students who work or worked at the central administrative PCERII offices, most students in the Prairie region were unaware of available resources. Thus, access was not so much a problem as was lack of awareness. Outside of the administrative headquarters, few students had accessed information from Metropolis web sites. Those who had used the web sites, did so casually and infrequently; overall, their use was limited to accessing specific articles or papers requested by the professor(s) for whom students were working. In addition, very few students were aware that they may have access to large data sets, such as Canadian Census statistics. Knowledge of Brown Bag seminars was also limited; only a few of the students outside the PCERII headquarters had attended a Brown Bag lecture. In addition, some affiliated universities did not conduct Brown Bag lectures. In contrast, most of the students at the PCERII headquarters had attended or led at least one Brown Bag. Of those students who did attend a Brown Bag lecture, most found this particular service very valuable. Some students had commented that had they known about the variety of resources available, they would have accessed them, and would have done so frequently.

Because many of the resources and services are located at the PCERII central administrative offices in Edmonton, students working at this location had few problems with access and availability of resources. These students used the extensive range of available services and resources on a regular basis. For example, two students, who have been at the administrative centre for over two years, accessed Canadian Census data to publish a manuscript. Other services well accessed include a library, a computer laboratory equipped with a variety of software programs to aid research projects, a photocopying room, office space, a conference room, and administrative and support staff. How differential access to resources and services affects student involvement is discussed in greater detail in the section focussing on recommendations to improve student involvement.

One clear advantage, in fact a defining feature, of the Metropolis Project is that it allows individuals to connect to a vast national and international network of researchers, policy-makers, service providers, educators and organizations. The positive impacts of these networks are broad-ranging. For students, networking could mean creating employment opportunities, developing potential funding sources for future research projects, distributing and promoting their own work, and gaining access to the wealth of ideas and researchers available in this multi-disciplinary network. The importance of this advantage cannot be over-emphasized. Yet, it is clear from the focus group discussions conducted across the Prairie region that few students have had opportunities to gain meaningful and long-term access to this widespread network.

In general, the degree and nature of communicating and networking depends on the nature of involvement in the PCERII. For example, students who worked with one or two principal investigators on a short term basis had little idea about the nature of the Metropolis Project, some severing their contact with Metropolis when their particular project was complete. These students were in contact primarily with the researcher(s) for whom they were working and had little awareness that the Project represents a broad multi-disciplinary community of researchers. In fact, some believed that Metropolis was purely a funding source. Before the initiative to better integrate students into Metropolis began, many students were unaware that the PCERII was connected to a wider network. One student said,

Expressing a disconnection with the PCERII and the feeling of being out of touch with the larger Metropolis community, one student not working at the administrative centre said, "We do feel distant." Another student working outside the administrative centre stated:

Similarly, other students stated:

On the other hand, students working on a longitudinal study and one that involves research teams that span the country felt, understandably so, a somewhat greater connection to and awareness of the broader Metropolis network. Similarly, students working at the administrative centre were immersed in the "reality" of the Metropolis Project on a regular basis, and thus felt a stronger connection to the larger Metropolis community.

It appears that developing a sense of awareness and community with the larger Project was best achieved by attending conferences. However, many students involved in some capacity with the Metropolis have not attended Metropolis conferences. Those who did spoke highly of conference participation. One student who attended Metropolis conferences stated the following:

Similarly, other students who attend Metropolis and related conferences regularly spoke of the advantages of conference participation. In addition to enhancing presentation and interpersonal skills, attending conferences and connecting with people in a similar area of study offers students an opportunity to situate their research within a larger field of study and gives them a sense of how their research is relevant. Conference attendance also allows students to appreciate different approaches to conducting research. One student stated:

Working at the administrative centre and in larger research projects also offers students a chance to connect and work with other graduate students. For example, working at the administrative centre allows students to work with graduate students at different stages in their programs and in different degree programs. Creating a sense of mentorship is possible in this environment.

When discussing ways to improve graduate student involvement, the issue of aiding professional development emerged as one main theme. Students strongly believed that the Metropolis Project has great potential for aiding students in their education and career goals. Several suggestions to improve aid were offered. First, recognizing the importance of publishing their research, some students suggested the need for workshops designed to aid the publication process.

One student described her dilemma:

Ideally, this student envisions that workshops would guide students through the entire publication process, assisting them with writing style, format, choosing an appropriate journal(s) or audience(s) for their work, and so on.

Related to this was the suggestion that students' research should be given greater exposure in the Metropolis community. In order to advance in their areas of expertise, students recognized the need for funding which would be solely allocated to student travel grants. It was believed that this measure could ensure that all students would have regular opportunities to attend Metropolis conferences. Students from across the Prairie provinces suggested the need to maintain student sessions at conferences, have round tables with professional researchers, and/or create separate student conferences. Allotting conference time to students would guarantee that their research would be heard in a public forum. However, one student cautioned that creating separate student conferences might discourage integration in the professional sessions.

In the absence of conference opportunities, it was suggested that all students could be offered opportunities to present at Brown Bag lectures. This practice could be initiated by the various university departments affiliated with Metropolis. Less costly and time-consuming than conferences, frequent Brown Bag lectures would allow students to hone their presentation skills and offer them an ongoing forum in which to have the various contributions of their research critiqued by their peers, professors and others working in their area of expertise. While students at the University of Alberta headquarters have the opportunity to present their research in Brown Bag lectures, this opportunity is lacking at the other Prairie region universities. Students across the Prairie region also were strongly supportive of an inter-centre internship program where students affiliated with one Metropolis Centre could have the opportunity to conduct research at other Centres or nodes. One student stated:

Another recommendation to improve professional development is related to the issue of student funding. In addition to travel grants, student also suggested granting annual awards (similar to SSHRC grants) to support students' thesis projects. Under the guidance of their thesis supervisors, this would enable students to produce their own research. In addition, graduate student funding would encourage students to pursue more ambitious and productive thesis projects.

Students also commented on how Metropolis could be more active in creating employment opportunities for students. For example, students suggested that a potential source of funding and a variety of employment opportunities could be drawn from the Canadian government. These students further recommended that the Metropolis Centres could act as a liaison between students and government offering internships for students who want experience working in the government sector. In addition to offering students work experience and exposure to potential employment opportunities, it was suggested that government agencies and the Metropolis Project take it a step further and create a recruitment program designed to train and hire students following their internship experience.

Students also recommended that greater consultation regarding student roles and expectations should take place before students consider working with a Metropolis Project. Students suggested creating a contract which would delineate student roles, duties and some idea of what professional outcomes might result from their association with Metropolis (i.e., conference participation, potential publications and so forth). Negotiation of this type may be particularly helpful for students who are in the process of determining at which universities they wish to pursue their graduate degrees. Stressing the importance of this type of prior consultation one student stated,

Of course, none of the professional aid recommendations mentioned above would be effective if students lacked awareness of possible opportunities and resources provided by Metropolis. A main concern of students across the Prairie region centred on being under-exposed to Metropolis resources. Students at all Prairie region universities stressed the importance of increasing the distribution and promotion of resources offered and produced by PCERII and the larger Metropolis community. Outside the administrative centre of PCERII, many students declared being unaware of the Metropolis web sites, brown bag lectures, conference opportunities, the Metropolis academic journal, the student registry and opportunities to access data and other research materials. For many of the students, there was a weak link between themselves and the Metropolis community, tenuously maintained by only the affiliated researcher(s) for whom students were working.

Furthermore, for some students, their first introduction to the wider Metropolis community was when students from the PCERII headquarters contacted them to participate in the focus group discussion. These discussions piqued the interest of several students, compelling them to offer several suggestions toward strengthening the communication between Metropolis and the student body. In addition to offering greater opportunities for student participation in conferences, students recommended that Metropolis should place more emphasis on advertising so that students could be enabled to become more active in the research community. As one student plainly stated, "Sell yourself."

Toward this end, one student recommended the development of an information package for all Metropolis affiliated students. Serving as an introduction to the Metropolis community, this package would explain in detail the nature and goals of the Metropolis Project. Furthermore, because it is often the case that the first link to the Metropolis Project is via the researcher for which students are working, it was suggested that affiliated researchers would provide students with the Metropolis information package.

Once students become aware of the services and resources available via the information package, communication could be strengthened and maintained via a student mailing list. Ideally, the information package would instruct students how to sign on to this mailing list immediately after being assigned their research duties. The mailing list could provide information on upcoming Metropolis conferences, brown bag lectures, and keep students apprised of ongoing research projects, internship and employment opportunities, research and travel grants and so forth.

Students also suggested increasing the use-value of the Metropolis Project by making it a more visible resource for all students, not just those who have an affiliation with the Centres of Excellence. Thus, similar to the status of government organizations, such as Health Canada or Citizenship and Immigration Canada, students suggested that Metropolis should place greater emphasis on advertising their services on a larger scale, and endeavour to function as a major research link for all students across Canada and abroad.

The internship program offered at the PCERII headquarters was rated very positively. Students valued the variety of placement options, the opportunity to build research and professional skills, and to gain some practical experience, the exposure to potential employment opportunities and a network of valuable contacts working in their chosen areas of study. In addition, students agreed that their internship duties did not interfere with their full time course load. Consequently, students strongly recommended that the internship program continue. Two former intern students who were interviewed made the following comments:

One suggestion to improve the program was offered. Stressing the desire to maintain contact with the Metropolis network after their internship ended, students suggested that interns should be offered a chance to be more actively involved in a research project with publication potential. They suggested that this opportunity could lead to future research opportunities and aid the process of maintaining ties with those working in their areas of interest.

Overall, students who were or are currently involved in a Metropolis related project reported being satisfied or very satisfied with their experience. Most students confirmed that their involvement in Metropolis offered them an opportunity to develop or enhance a variety of research and communication skills. In terms of professional development, students believed that Metropolis was influential in helping them make critical decisions about their education path. Furthermore, students identified the numerous ways in which their Metropolis affiliation had an impact on their career goals. Through their involvement, students were exposed to and gained access to new employment opportunities. In addition, Metropolis involvement strengthened students' resumes, and exposed them to a pool of researchers who could potentially serve as valuable references and/or thesis committee members.

Access to resources and developing a strong communication link with the Metropolis network were two additional advantages of being affiliated with the Metropolis Project. As it stands currently, however, students working at the PCERII administrative centre gain the most benefit from the broad range of Metropolis resources. In contrast, other PCERII students' use of these resources is limited. Rather than an issue of access, underutilization of resources is primarily due to a lack of awareness. Furthermore, many students outside the administrative centre were unaware that the PCERII was connected to a vast network of researchers and other immigrant related organizations.

Responding to their lack of awareness, students offered several suggestions toward improving student involvement in Metropolis, and more specifically, at the PCERII. Professional development aid and increasing awareness of the Metropolis Project were two main recommendations. In terms of aiding students in their professional development, students suggested that Metropolis should offer greater opportunities for students to participate in conferences and attend and lead Brown Bag lectures. Students also recommended inter-centre internships, government recruitment programs, workshops designed to guide students through the publication process, and offering grants for thesis projects. Undergraduate interns at the University of Alberta recommended the maintenance of the internship program and suggested providing greater opportunities for interns to be active members of a research project.

Toward making informed decisions about their future education and career paths, students also requested greater clarification of their roles, duties, and anticipated professional outcomes which may result from their affiliation with the Metropolis Project. It was suggested that students should be supplied with an information package about Metropolis which would outline its goals and purpose, and clearly delineate student roles, duties and opportunities for professional development. The information package would be followed up by a student mailing list which could regularly inform students of Metropolis services, resources and upcoming events. Lastly, in making Metropolis a more visible and widely-disseminated resource, students recommended that Metropolis focus on the promotion and distribution of their services, and expand its use-value by advertising to a larger student body.

In its first five years, the PCERII has served a variety of academic and professional interests for students from a broad range of disciplines. Students have profited in numerous ways from developing research skills to building valuable academic and other professional relationships. The goal of Phase II is to refine and build upon existing practices for integrating students in the Metropolis community. This report proposed several strategies to improve student involvement. Increasing students' awareness of the Metropolis Project and network, and aiding professional development are two main areas which require greater attention in future policy and program development.