Common use of Contribution to working skills Clause in Contracts

Contribution to working skills. Students’ perceptions of their university’s contribution to their working skills varied greatly, depending on the skill. For instance, about 3 in 4 say their university contributed much or very much to working independently (36% very much), while just 2 in 10 say their university contributed much or very much to entrepreneurial skills (7% very much). Table 25: Contribution to work skills (% much or very much) All Group University of students 1 2 3 Victoria (n=18,144) (n=5,612) (n=7,916) (n=4,616) (n=454) Working independently 75% 75% 75% 74% 73% Cooperative interaction in groups 61% 68% 63% 55% 59% Skills for planning and completing projects 59% 65% 59% 55% 62% Skills and knowledge for employment 43% 50% 45% 37% 39% Computer literacy skills 42% 45% 45% 37% 44% Knowledge of career options 38% 44% 40% 32% 31% Entrepreneurial skills 22% 26% 23% 19% 16%

Contribution to working skills. Students’ perceptions of their university’s contribution to their working skills varied greatly, depending on the skill. For instance, about 3 in 4 say their university contributed much or very much to working independently (36% very much), while just 2 in 10 say their university contributed much or very much to entrepreneurial skills (7% very much). Table 25: Contribution to work skills (% much or very much) All Group University of Nipissing students 1 2 3 Victoria University (n=18,144) (n=5,612) (n=7,916) (n=4,616) (n=454n=408) Working independently 75% 75% 75% 74% 7376% Cooperative interaction in groups 61% 68% 63% 55% 5970% Skills for planning and completing projects 59% 65% 59% 55% 6266% Skills and knowledge for employment 43% 50% 45% 37% 3953% Computer literacy skills 42% 45% 45% 37% 4449% Knowledge of career options 38% 44% 40% 32% 3150% Entrepreneurial skills 22% 26% 23% 19% 1625%

Contribution to working skills. Students’ perceptions of their university’s contribution to their working skills varied greatly, depending on the skill. For instance, about 3 in 4 say their university contributed much or very much to working independently (36% very much), while just 2 in 10 say their university contributed much or very much to entrepreneurial skills (7% very much). Table 25: Contribution to work skills (% much or very much) All Group University of students 1 2 3 Victoria Winnipeg (n=18,144) (n=5,612) (n=7,916) (n=4,616) (n=454n=638) Working independently 75% 75% 75% 74% 7367% Cooperative interaction in groups 61% 68% 63% 55% 5957% Skills for planning and completing projects 59% 65% 59% 55% 6255% Skills and knowledge for employment 43% 50% 45% 37% 39% Computer literacy skills 42% 45% 45% 37% 4430% Knowledge of career options 38% 44% 40% 32% 3134% Entrepreneurial skills 22% 26% 23% 19% 1617%

Contribution to working skills. Students’ perceptions of their university’s contribution to their working skills varied greatly, depending on the skill. For instance, about 3 in 4 say their university contributed much or very much to working independently (36% very much), while just 2 in 10 say their university contributed much or very much to entrepreneurial skills (7% very much). Table 25: Contribution to work skills (% much or very much) All Group University of students 1 2 3 Victoria (n=18,144) Group Xxxxx University (n=941) 1 (n=5,612) 2 (n=7,916) 3 (n=4,616) (n=454) Working independently 75% 75% 75% 74% 7380% Cooperative interaction in groups 61% 68% 63% 55% 5971% Skills for planning and completing projects 59% 65% 59% 55% 6263% Skills and knowledge for employment 43% 50% 45% 37% 3944% Computer literacy skills 42% 45% 45% 37% 4441% Knowledge of career options 38% 44% 40% 32% 3142% Entrepreneurial skills 22% 26% 23% 19% 1623%

Contribution to working skills. Students’ perceptions of their university’s contribution to their working skills varied greatly, greatly depending on the skillskills. For instance, about 2 in 3 in 4 say their university contributed much or very much to working independently (3626% very much), while just 2 in 10 say their university contributed much or very much to entrepreneurial skills (75% very much). Table 2524: Contribution to work skills (% much or very much) All Group University All of students 1 2 3 Victoria Winnipeg (n=18,144n=15,248) (n=5,612n=5,263) (n=7,916n=7,365) (n=4,616n=2,620) (n=454n=825) Working independently 75(DVL15) 67% 7567% 7567% 7468% 7367% Cooperative interaction in groups 61% 68% 63% 55(DVL16) 53% 59% 51% 50% 52% Skills for planning and completing projects 59(DVL13) 50% 6553% 5948% 5549% 6248% Skills and knowledge for employment 43(DVL20) 39% 50% 4546% 37% 3936% Computer literacy skills 42% 45% 45% 37% 4438% Knowledge of career options 38(DVL22) 39% 4443% 4037% 3236% 3134% Computer literacy skills (DVL17) 36% 35% 36% 36% 26% Entrepreneurial skills 22(DVL19) 20% 26% 2324% 19% 1617% 19%

Contribution to working skills. Students’ perceptions of their university’s contribution to their working skills varied greatly, depending on the skill. For instance, about 3 in 4 say their university contributed much or very much to working independently (36% very much), while just 2 in 10 say their university contributed much or very much to entrepreneurial skills (7% very much). Table 25: Contribution to work skills (% much or very much) All Group University of students 1 2 3 Victoria McGill (n=18,144) (n=5,612) (n=7,916) (n=4,616) (n=454n=564) Working independently 75% 75% 75% 74% 7377% Cooperative interaction in groups 61% 68% 63% 55% 5949% Skills for planning and completing projects 59% 65% 59% 55% 6252% Skills and knowledge for employment 43% 50% 45% 37% 3930% Computer literacy skills 42% 45% 45% 37% 4432% Knowledge of career options 38% 44% 40% 32% 3125% Entrepreneurial skills 22% 26% 23% 19% 1613%

Contribution to working skills. Students’ perceptions of their university’s contribution to their working skills varied greatly, depending on the skill. For instance, about 3 in 4 say their university contributed much or very much to working independently (36% very much), while just 2 in 10 say their university contributed much or very much to entrepreneurial skills (7% very much). Table 25: Contribution to work skills (% much or very much) All Group University of students 1 2 3 Victoria (n=18,144) Group UFV (n=434) 1 (n=5,612) 2 (n=7,916) 3 (n=4,616) (n=454) Working independently 75% 75% 75% 74% 7371% Cooperative interaction in groups 61% 68% 63% 55% 5964% Skills for planning and completing projects 59% 65% 59% 55% 6257% Skills and knowledge for employment 43% 50% 45% 37% 3950% Computer literacy skills 42% 45% 45% 37% 4437% Knowledge of career options 38% 44% 40% 32% 3144% Entrepreneurial skills 22% 26% 23% 19% 1623%