Transnational nurse migration has evoked a growing interest in the phenomenon of professional integration of expatriate nurses into their host societies. Despite research connecting employee and organizational outcomes such as job satisfaction and organizational citizenship behavior to the quality of leadership styles, there remains a lack of research linking professional integration of expatriate nurses to nurse leadership styles in the United Arab Emirates (UAE). The purpose of this grounded theory study was to develop a theory that would explain how nurse leadership styles and behaviors impacted the professional integration of expatriate nurses into the multicultural work environment of the UAE. The research questions addressed the perceptions of the expatriate nurses on effective leadership styles and behaviors of nurse leaders in a culturally diverse work environment, the lived experiences of the expatriate nurses, and the impact of the organizational culture on the process of integration. Data were collected through in-depth semi-structured interviews with 10 expatriate nurses, demographic surveys, documents review, and researcher memos. Data were analyzed using the constant comparative method and initial, focused, axial, and theoretical coding. Results indicated that nurse leadership styles and the conditions surrounding the integration process influenced the success of the expatriate nurses' adaptation, integration, and assimilation into the host society. Implications for social change include the preparation of nurses while in their home country on what to expect in the host country, and development of leadership training programs to prepare nurse leaders for leading in a culturally diverse work environment.

With the global trend of transnational migration, a huge influx of highly skilled immigrants has been influencing Canadian society and economy. However, there is little literature that illuminates highly skilled migrants’ workplace experiences and their identities in terms of second language acquisition. This multiple case study explores three highly skilled Korean immigrants’ experiences, focusing on the interplay of their language learning, identity, and workplace communities. Grounded in the notion of “imagined communities” (Kano & Norton, 2003) and the theory of “communities of practice” (Lave & Wenger, 1991), this study analyzes the process of how highly skilled migrants have constructed their imagined workplace communities. By revealing the multiple dynamic negotiations co-constructed by the workplace contexts and the individuals, this study shows the interlocked relationship between second language learning, identity, and the given community. This study also argues the importance of membership and positive social arrangements in a community for language learning.

With the global trend of transnational migration, a huge influx of highly skilled immigrants has been influencing Canadian society and economy. However, there is little literature that illuminates highly skilled migrants’ workplace experiences and their identities in terms of second language acquisition. This multiple case study explores three highly skilled Korean immigrants’ experiences, focusing on the interplay of their language learning, identity, and workplace communities. Grounded in the notion of “imagined communities” (Kano & Norton, 2003) and the theory of “communities of practice” (Lave & Wenger, 1991), this study analyzes the process of how highly skilled migrants have constructed their imagined workplace communities. By revealing the multiple dynamic negotiations co-constructed by the workplace contexts and the individuals, this study shows the interlocked relationship between second language learning, identity, and the given community. This study also argues the importance of membership and positive social arrangements in a community for language learning.

Professional identity drives the development of work force, commitment to goals and objectives, and the extent to which an organization like CFHA flourishes. However, many clinicians have simply "found" their way in terms of professional identity and roles within primary care, and tend to struggle with divergences between their identified disciplines and the roles they find themselves within an integrated care model. Behaviorists who strongly identify with their roles as a primary care provider within integrated care will inherently be a driving force in achieving the objectives of the Triple Aim Model. The aim of the session will be to address how training programs, corporations, and national associations like CFHA can foster professional identity through a lively panel discussion representing various disciplines working in integrated care models. The intent would be to offer up some solutions and ideas leading to improved professional identity, there by positively impacting the cost, outcomes, and effectiveness of patient care as intended by the Triple Aim Model.

This research investigates internationally educated teachers' (IETs) motivations to become teachers in Canada, learning in the initial teacher education programs, employment seeking experiences, as well as stress and coping strategies during their transition from the teacher education programs to the workplace. Twenty IETs from 12 different countries and areas participated in the study. Research data includes semi-structured interviews, field notes, short questionnaires, email, online chat records, and participants' writings. Narrative approaches (Clandinin & Connelly, 2000; Polkinghorne, 1995) were used to analyze interview and other qualitative data. In addition, I conducted descriptive analysis upon the questionnaires to triangulate the research findings. Research findings show that a number of intrinsic and extrinsic factors motivated IETs to take up or return to the teaching profession in Canada. All of the IETs in the study considered their studies in the teacher education programs useful, but a number of them expressed the wish that the programs should include more practical aspects. Some IETs experienced difficulties during their practicum due to their language and accents, heavy workload, classroom management issues, as well as balance between work and life. A few IETs also experienced conflicts and tension with their mentor teachers. Due to the challenging teaching job market in Ontario, and the disadvantaged situation for IETs, finding a teaching position was not easy for IETs. The main challenge was to obtain eligibility for teaching positions with school boards. IETs were frustrated with their employment, underemployment and unemployment. Research data from the IET Stress Scale showed that the top five stress factors for IETs in transition included finding a teaching position, teacher identity construction, balance between work and family, being observed and assessed, and heavy workload. Similar themes emerged from the interview data. IETs utilized various strategies to cope with their difficulties and stress. Most of the IETs expressed their desire to stay in the teaching profession in Canada. However, two IETs were reluctant to look for teaching positions due to their frustrating experiences with their mentor teachers. Two other IETs stayed in nonteaching or looked for jobs in other professions due to their difficult job seeking experiences.

This research investigates internationally educated teachers' (IETs) motivations to become teachers in Canada, learning in the initial teacher education programs, employment seeking experiences, as well as stress and coping strategies during their transition from the teacher education programs to the workplace. Twenty IETs from 12 different countries and areas participated in the study. Research data includes semi-structured interviews, field notes, short questionnaires, email, online chat records, and participants' writings. Narrative approaches (Clandinin & Connelly, 2000; Polkinghorne, 1995) were used to analyze interview and other qualitative data. In addition, I conducted descriptive analysis upon the questionnaires to triangulate the research findings. Research findings show that a number of intrinsic and extrinsic factors motivated IETs to take up or return to the teaching profession in Canada. All of the IETs in the study considered their studies in the teacher education programs useful, but a number of them expressed the wish that the programs should include more practical aspects. Some IETs experienced difficulties during their practicum due to their language and accents, heavy workload, classroom management issues, as well as balance between work and life. A few IETs also experienced conflicts and tension with their mentor teachers. Due to the challenging teaching job market in Ontario, and the disadvantaged situation for IETs, finding a teaching position was not easy for IETs. The main challenge was to obtain eligibility for teaching positions with school boards. IETs were frustrated with their employment, underemployment and unemployment. Research data from the IET Stress Scale showed that the top five stress factors for IETs in transition included finding a teaching position, teacher identity construction, balance between work and family, being observed and assessed, and heavy workload. Similar themes emerged from the interview data. IETs utilized various strategies to cope with their difficulties and stress. Most of the IETs expressed their desire to stay in the teaching profession in Canada. However, two IETs were reluctant to look for teaching positions due to their frustrating experiences with their mentor teachers. Two other IETs stayed in nonteaching or looked for jobs in other professions due to their difficult job seeking experiences.

Le constat est que de plus en plus, le nombre d'étudiants entrant dans l'enseignement supérieur croît d'année en année et par la suite fait croître le nombre de diplômés de l'enseignement supérieur. Cependant, le rythme d'insertion professionnelle de ces diplômés demeure timide. Ce qui du coup accroît d'année en année le taux de chômage des diplômés du supérieur. Selon les enquêtes nationales, en 2004, le taux de chômage des diplômés du supérieur était d'environ 19% et dépasse celui au niveau national qui était de 9%. En 2010, ce taux est passé à 25%. Cela suppose qu'il faudrait accorder une attention particulière pour leur insertion. C'est pourquoi, nous avons posé la question de savoir : quelles stratégies faudrait-il mettre en place pour favoriser l'insertion des diplômés du supérieur ? Une analyse a été faite des circuits classiques d'insertion notamment la fonction publique et le secteur privé malien. D'après les statistiques, ces 2 circuits présentent des rigidités quant à l'embauche de milliers de diplômés qui sortent du système d'enseignement supérieur malien. Ainsi, nous nous sommes orientés vers l'entrepreneuriat en estimant qu'il pourrait être un vecteur de création d'emploi pour eux et qui serait appuyé par la politique d'aide à l'entrepreneuriat inscrite dans un programme dit « Programme Emploi Jeunes ». Pour cela, nous avons retenu deux hypothèses : (1) : l'entrepreneuriat est un facteur de création d'emploi pour les diplômés de l'enseignement supérieur, (2) : la politique d'aide à l'entrepreneuriat permet de favoriser ce processus. Après une analyse descriptive du fonctionnement du marché du travail au Mali et après l'étude de plusieurs théories et travaux de recherches liés au capital humain et au rôle des compétences dans le domaine de l'entrepreneuriat, nous sommes parvenus aux résultats suivants en lien avec nos hypothèses de base : 1-Oui, l'entrepreneuriat est un facteur de création d'emploi pour les diplômés du supérieur. 2-Non, la politique d'aide à l'entrepreneuriat ne favorise pas ce processus. / The number of students entering higher education is growing year by year and it increases the number of graduates of higher education system. However, the pace of integration of these graduates is so shy. So the unemployment rate of graduates is growing year by year. According to national surveys, in 2004, the unemployment rate for graduates was about 19% and exceeds the national level that was 9%. In 2010, the rate rose to 25%. Thus, in the absence of attention to this target group its insertion becomes increasingly worrying. Therefore, we asked ourselves this question: what strategies should be put in place to promote the integration of graduates? We analyze the conventional circuits insertion such as the public and the private sector in Mali. According to statistics, these two circuits are rigidities in the hiring of thousands of graduates of higher education. Thus, we turned to entrepreneurship by saying it could be a vehicle for creating jobs for them and that would be supported by aid policy for entrepreneurship enrolled in a program called "Youth Employment Program". For this, we selected two assumptions: (1): Entrepreneurship is a factor in creating employment opportunities for graduates of higher education, (2): aid policy entrepreneurship can encourage this process. After a descriptive analysis of the functioning of the labor market in Mali and after studying several theories and research work related to human capital and the role of skills in the field of entrepreneurship or economic development, we managed the following results based on our assumptions: 1- Yes, entrepreneurship is a factor in creating employment for graduates. 2 - No, policy support for entrepreneurship does not promote this process.

Partant de la multiplicité des conseils dispensés aux jeunes diplômés quant à la valorisation de leurs activités associatives, cette recherche interroge la place donnée à ce sujet dans le processus de recrutement et notamment les facteurs qui favorisent une prise en compte croissante des compétences qui y sont acquises. Elle s'appuie sur une enquête miroir quantitative (questionnaire en ligne) puis qualitative de 75 entretiens, auprès de jeunes diplômés de niveau Bac +5 et de recruteurs, managers, RH ou intermédiaires du recrutement. La recherche interroge l'image que les recruteurs ont de ces activités, notamment sur le potentiel de compensation des manques ressentis au travail qu'ils leur prêtent. Elle met l'accent sur les transformations à la fois des entreprises et du travail des cadres qui poussent certains recruteurs à considérer ces activités comme porteuses de compétence. Elle envisage également le candidat jeune diplômé comme un véritable acteur du recrutement, réflexif, stratège et capable de convaincre un recruteur de sa compétence. / Considering how much advice is given to young graduates regarding how they should leverage their associational activities, our research focuses on how these activities are mobilised during the recruitment procedure. It elaborates on the factors that foster the taking into account of the skills that are developed through these activities. It draws on a quantitative (CAWI) and qualitative survey (75 interviews) targeting both "Bac +5" graduates and recruiters (HR professionals, recruitment agencies and managers). The research investigate the recruiters' perception these activities, including the compensation mechanisms they see between them and the work situation. It emphasizes on the transformations of both companies and the executives' positions, that lead some recruiters to consider these activities as skill-providing. It views the young graduate as a genuine actor of the recruitment procedure: a reflexive strategist who is able to convince the recruiter of his or her skill set.

Cette thèse a pour objet l’analyse des inégalités appliquées d’une part aux parcours éducatifs des jeunes et, d’autre part, à leurs répercussions sur l’emploi. En effet, les inégalités à l’insertion s’accentuent, non seulement entre détenteurs de diplômes distincts, mais aussi comparables. Pour expliquer les déterminants des choix individuels dans un contexte de file d’attente, nous mobilisons une approche socioéconomique originale autour des concepts de Sen et Bourdieu pour décrire les espaces d’opportunités dont disposent les jeunes. Une telle démarche nécessite dans une première partie une revue critique des théories usuelles de l’offre. Les théories de la demande offrent une prise en compte plus complète des caractéristiques des emplois, mais sont limitées pour expliquer le rôle des parcours éducatifs sur l’accès à l’emploi. Les conceptualisations de Sen et Bourdieu sont alors associées pour expliquer les situations de reproduction sociale comme de non-reproduction. Dans une seconde partie, les analyses s’intéressent en premier lieu aux parcours des diplômés en sciences à l’issue de l’obtention de la licence générale. La pondération des parcours par les capitaux économiques et culturels permet de caractériser les éléments qui contrecarrent ou renforcent une reproduction qui n’en demeure pas moins dominante. Les investigations sur les parcours sont prolongées autour du décrochage, à partir des données Génération 2010. Une lecture à l’aune des capabilités permet d’illustrer son caractère protéiforme et l’influence du milieu social. La dernière partie élargit la perspective à la transition sur le marché du travail. La pondération sociale est cette fois appliquée aux trajectoires de sortie du supérieur qui ne produisent pas les mêmes effets sur les capabilités pour l’emploi suivant le milieu social. In fine, les investigations sur les dispositifs d’accompagnement à l’insertion suggèrent qu’ils peuvent faciliter les transitions mais peinent à réduire les inégalités. / This thesis aims to analyze the inequalities in the educational pathways and their implications for access to the labor market. Indeed, integration inequalities are increasing, not only between holders of distinct degrees but also comparable. To explain the determinants of individual choices, we’re drawing on an original socio-economic approach mixing Sen and Bourdieu concepts to describe the opportunities available to young people in an institutional context marked by a queue.Such an approach requires, in a first part, a review of the usual theories around the labor supply. The labor queue and segmentation theories offer a more comprehensive view of the determinants of demand and job characteristics but are limited to explain the role of education on employment. Sen and Bourdieu conceptualizations are associated to overcome these limitations. This association makes it possible to explain situations of social reproduction as well as non-reproduction. Empirical investigations to operationalize the approach focus first deal with science graduates’ paths after obtaining the general bachelor. The weighting by economic and cultural capital of the courses helps characterize the elements which either stymie or reinforce a nonetheless dominant reproduction. Investigations on pathways are extended in a subsequent chapter on the issue of dropping out, using Generation 2010 data. A reading by capability yardsticks illustrates its protean character, varying with the social milieu. The last part broadens the Seno-Bourdieusian perspective to the transition to the labor market. This time, the social weighting is applied to trajectories in higher education and shows that these paths do not have the same effects on the "capabilities for work" following social milieu. Ultimately, investigations into the integration support devices suggest that if they can facilitate professional transitions, they are struggling to reduce the "capability gap".

Ce mémoire porte sur l’insertion des Haïtiens de seconde génération sur le marché de l’emploi. L’insertion professionnelle est la condition principale permettant une intégration sociale. En effet, avoir un emploi a des répercussions au niveau économique, social et psychologique. Les écrits ont montré que les jeunes et particulièrement ceux faisant partie d’une minorité visible ont plus de difficulté à s’insérer sur le marché du travail. C’est dans cette optique que nous nous sommes penchés sur la condition des Haïtiens de deuxième génération. La littérature fait état des multiples difficultés sociales et économiques auxquelles est confrontée cette tranche de la population. Nous nous sommes donc intéressés aux caractéristiques de l’insertion professionnelle des ces Haïtiens de seconde génération. Nous avions comme objectif général d’analyser la trajectoire d’insertion de cette population sur le marché du travail. Notre démarche de type qualitatif s’est basée sur une série d’entrevues réalisées à l’hiver 2010 avec des hommes et des femmes Québécois d’origine haïtienne. Les thèmes abordés durant ces entrevues nous ont menés à des résultats différents de ceux recensés dans la littérature académique portant sur les Haïtiens de deuxième génération. En effet, nous avons rencontré des hommes et des femmes qui ont rencontré certains obstacles et qui continuent à faire face à des difficultés en lien avec leur vécu comme individu ayant une origine ethnique différente de celle de la majorité. Ces difficultés se manifestent également dans leur insertion en emploi. Cependant, cela n’a pas empêché ces enfants d’immigrants haïtiens de surmonter les obstacles et réussir leur intégration aux plans professionnel, économique et social. / This thesis focuses on the integration of second-generation Haitians on the job market. Integration on the job market is the main condition for social integration as being employed has impacts at the economical, social and psychological levels. The literature has shown that young people, particularly those belonging to visible minorities have more difficulty in entering the labor market. With this in mind, we examined the status of second-generation Haitians. The literature reports of multiple social and economic difficulties faced by this segment of the population. We are therefore interested in the characteristics of the experience of these second-generation Haitians in the workforce. Our main objective was to analyze the general trajectory of insertion of this population in the labor market. Our qualitative approach was based on a series of interviews conducted in the winter of 2010 with men and women of Haitian origin. Topics discussed during these interviews led to different results from those identified in the academic literature on second-generation Haitians. Indeed, we have met men and women who have encountered some obstacles and continue to face difficulties related to their experiences as individuals with an ethnic background different from that of the majority. These difficulties manifest themselves in their experience on the labor market. However, this has not prevented these children of Haitian immigrants to overcome obstacles and succeed in their integration at the professional, economic and social levels.