Labor market projections indicate a shortage of health care workers across Canada and around the world. The shortage of healthcare workers is more acute in developing nations, which grapple with weak health systems unable to address high disease burdens. This situation is made worse by the movement of health personnel in search of a better standard of living, access to advanced technology and more stable political conditions in developed countries such as Canada - a process known as ‘brain drain’. Brain drain has been described as ‘a perverse subsidy’ by scholars and identified as disconcerting by the World Health Organization, which calls for the ethical recruitment of internationally educated health professionals. Significant research on the migration and recertification experiences of internationally trained physicians and nurses exists but very little has been written on internationally educated midwives (IEMs). This study uses a social equity framework and insights from Foucauldian and post-colonial feminist research to explore practices of assessment and bridging programs for IEMs; the factors that impede IEM recertification; and the ways Canadian midwifery stakeholders mitigate international migration (brain drain) and poor labor integration (brain waste) of IEMs. Data collection was primarily through key informant interviews and document analysis. The study data - gathered and analyzed in 2011/12 – is reflective of the situation of midwifery during that period. Findings from the study indicate several inequities in the recertification process of IEMs, primarily in the application process to assessment and bridging programs and in financial and geographical constraints. The study also suggests a lack of discernment by midwifery stakeholders between active and passive recruitment, and tacit support of the passive recruitment of IEMs. Questions are also raised regarding the inclusivity of the Canadian midwifery model of practice and illustrate that further research is needed.

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.

Internationally Educated Nurses (IENs) have been proposed as one solution to dealing with the nursing shortage in Canada. In addition to helping sustain the profession, IENs are reflective of the diverse patient populations in Canada. Investments will ensure healthy workplaces for and retention of IENs. There has been a growing interest about IENs’ experiences with migration and navigating through the regulatory process, but research on their post-transition experience is lacking. Workplace integration for IENs is not well understood and the role of the employer has received limited focus. Guided by critical social theory, an instrumental qualitative case study approach was used to examine a single organization, St. Michael’s Hospital, Toronto, with a history of supporting IENs. A purposeful sample of twenty-eight participants included diverse IENs who were post-transition, and stakeholders from various vantage points. Four forms of data collection were used: semi-structured interviews; socio-demographic survey; review of documents and focus groups. Thematic analysis was carried out to form a within subcase analysis first, followed by an across subcase analysis. The major themes are: (a) when “integrated”, an IEN is (i) being a “Canadian nurse with international experience”; (ii) progressing on the leadership journey; and (iii) persevering in overcoming challenges; (b) organizational factors that influence workplace integration of IEN are (i) workforce diversity; (ii) leadership commitment to equity; (iii) policies promoting equity principles; (iv) engagement with the broader community; and (v) avoiding common pitfalls. This research offers a definition and conceptual framework where workplace integration of IENs is a “two-way” process within an inclusive and valuing context, producing changes both at the IEN as well as organizational levels.

<p>This study examined the challenges female-professional immigrants from East Africa face within the Canadian workforce. The analysis of their experiences helps us understand the employment challenges professional immigrants may face upon settlement in Canada. The main goal of the study was to explore the experiences of East African (Kenyan, Ugandan and Tanzanian) immigrant-female registered nurses in navigating the Canadian labour market. The evidence for the study was collected through interviewing five East African nurses. Although there is research that focuses on labour market experiences of women of colour, few researchers have specifically focused on African immigrant women’s connection with the Canadian labour force. The study particularly focuses on strategies nurses used to cope with the job search barriers encountered, the challenges they faced with the College of Nurses of Ontario with regard to the evaluation of their international-nursing credentials, and their job expectations before and after arriving in Canada. Their experience was examined through gender, race, and place of origin lenses.</p> <p>The study highlights the need for future longitudinal studies exploring East African nurses’ experience with integration to their profession within the Canadian workforce. The analysis of the results emphasizes that the Canadian government in conjunction with the regulatory bodies need to be more transparent in relation to internationally trained nurses so that they do not feel they are being wasted in Canada. This, in turn, will address the existing barriers and consequential negative impacts such as health conditions, tensions, and discrepancies outlined within the study, as well as encourage changes to Canadian immigration practices and policies</p> / Master of Social Work (MSW)

京都大学 / 新制・課程博士 / 博士(経済学) / 甲第25072号 / 経博第679号 / 京都大学大学院経済学研究科経済学専攻 / (主査)教授 関口 倫紀, 教授 若林 直樹, 教授 COLPANMeziyet Asli / 学位規則第4条第1項該当 / Doctor of Economics / Kyoto University / DGAM

Valstybių teisių perėmimo ir pareigos atlyginti tarptautiniu pažeidimu padarytą žalą tema yra aktuali Lietuvai ir kitoms Baltijos valstybėms dėl to, kad pastaruoju metu itin aktyviai Lietuva pradėjo reikalauti Rusijos Federacijos atlyginti tarptautiniais pažeidimais, įvykdytais SSRS, padarytą žalą. Šios žalos Rusijos Federacija atlyginti nesiima, motyvuodama tuo, kad Rusijos Federacija yra skirtingas subjektas nuo SSRS, ir, esą, tokia padėtis ją atleidžia nuo atsakomybės bei iš jos išplaukiančių pareigų. Valstybių pareigos atlyginti tarptautiniu pažeidimu padarytą žalą klausimas valstybių teisių perėmimo kontekste taip pat nėra nei reguliuojamas universalių tarptautinių dokumentų, nei gausiai pagrįstas vieninga tarptautine praktika, nei išsamiai nagrinėtas tarptautinės teisės doktrinoje. Dėl šios priežasties būtina išnagrinėti tiek tarp valstybių susiklosčiusią praktiką, tarptautinius teisinius santykius, kylančius tiek atskirai valstybių teisių perėmimo bei tarptautinio pažeidimo atveju, tiek situacijos, kuriomis šie du institutai sprendžiami drauge. Tad šio tiriamojo darbo tikslas – atskirai išnagrinėti ir aptarti valstybių teisių perėmimo bei atsakomybės už tarptautinius teisės pažeidimus praktiką ir teisinį reguliavimą, kartu doktrinos pateikiamas išvadas; taip pat atskleisti, kokios taisyklės taikomos šiuo metu valstybių atsakomybei už tarptautinės teisės pažeidimus valstybių teisių perėmimo kontekste. Šio tikslo siekiama įgyvendinant konkrečius uždavinius: išnagrinėti... [toliau žr. visą tekstą] / The subject of state succession and obligation to make reparation for the injury caused by internationally wrongful act is a matter of great relevance to Lithuania and other Baltic states because recently Lithuania began to require from Russian Federation to make reparation for the internationally wrongful acts committed by the USSR very actively. Russian Federation refuses to make reparation motivating that Russian Federation is a separate subject from USSR and that this is the reason why it is not responsible for the wrongful acts committed by the USSR. The question of the obligation to make reparation in the context of state succession is not under regulation of universal treaties, nor multiplicitly founded on judicial practice, also is not a subject of wide analysis in doctrinal level. That is why it is necessary to analyze practice of the states, international relations, arising in the area of state succession and internationally wrongful acts as well as the situations were these two institutes are to be dealt together. Therefore the aim of this master’s work is to analyze and discuss the cases and legal regulation as well as the doctrinal conclusions on state succession and obligation to make reparation; also to reveal the rules which are applied on the state responsibility in the context of state succession. This aim is to be pursued through particular tasks: to analyze the concept, scope, variants of state succession, to describe internationally wrongful act, it’s... [to full text]

Immigration, economic, and regulatory trends in Canada have challenged all professions to examine the processes by which immigrant professionals (international graduates) achieve professional licensure and meaningful employment in Canada. The Internationally Educated Engineers Qualification Program (IEEQ) at the University of Manitoba was developed as an alternate pathway to integrate international engineering graduates into the engineering profession in Manitoba. However, universities have the neither mandate nor the historical practice to facilitate licensure for immigrant professionals and, thus, the knowledge base for program development and delivery is predominantly experiential. This study was developed to address the void in the knowledge base and support the program’s ongoing development by conducting a critical, exploratory, participant-oriented evaluation of the IEEQ Program for both formative and summative purposes. The research questions focussed on how the IEEQ participants perceived and described their experiences in the IEEQ Program, and how the participants’ outcomes in the IEEQ Program compared to international engineering graduates pursuing other licensing pathways. The study was built on an interpretivist theoretical approach that supported a primarily qualitative methodology with selected quantitative elements. Data collection was grounded in focus group interviews, written questionnaires, student reports, and program records for data collection, with inductive data analysis for qualitative data and descriptive statistics for quantitative data. The findings yielded rich understandings of participants’ experiences in the IEEQ Program, their outcomes relative to international engineering graduates (IEGs) pursuing other licensing pathways, and their perceptions of their own adaptation to the Canadian engineering profession. Specifically, the study suggests that foreign credentials recognition processes have tended to focus on the recognition and translation of human and/or institutional capital. Yet, access to and acquisition of social and cultural capital need to receive equal attention. Further, the study suggested that, while it is reasonable that language fluency is a pre-requisite for successful professional integration, there is also a fundamental link between language and cognition in that international engineering graduates are challenged to understand and assimilate information for which they may not possess useful language or the underlying mental constructs. The findings have implications for our collective understanding of the scope of the professional engineering body of knowledge.

Immigration, economic, and regulatory trends in Canada have challenged all professions to examine the processes by which immigrant professionals (international graduates) achieve professional licensure and meaningful employment in Canada. The Internationally Educated Engineers Qualification Program (IEEQ) at the University of Manitoba was developed as an alternate pathway to integrate international engineering graduates into the engineering profession in Manitoba. However, universities have the neither mandate nor the historical practice to facilitate licensure for immigrant professionals and, thus, the knowledge base for program development and delivery is predominantly experiential. This study was developed to address the void in the knowledge base and support the program’s ongoing development by conducting a critical, exploratory, participant-oriented evaluation of the IEEQ Program for both formative and summative purposes. The research questions focussed on how the IEEQ participants perceived and described their experiences in the IEEQ Program, and how the participants’ outcomes in the IEEQ Program compared to international engineering graduates pursuing other licensing pathways. The study was built on an interpretivist theoretical approach that supported a primarily qualitative methodology with selected quantitative elements. Data collection was grounded in focus group interviews, written questionnaires, student reports, and program records for data collection, with inductive data analysis for qualitative data and descriptive statistics for quantitative data. The findings yielded rich understandings of participants’ experiences in the IEEQ Program, their outcomes relative to international engineering graduates (IEGs) pursuing other licensing pathways, and their perceptions of their own adaptation to the Canadian engineering profession. Specifically, the study suggests that foreign credentials recognition processes have tended to focus on the recognition and translation of human and/or institutional capital. Yet, access to and acquisition of social and cultural capital need to receive equal attention. Further, the study suggested that, while it is reasonable that language fluency is a pre-requisite for successful professional integration, there is also a fundamental link between language and cognition in that international engineering graduates are challenged to understand and assimilate information for which they may not possess useful language or the underlying mental constructs. The findings have implications for our collective understanding of the scope of the professional engineering body of knowledge.

The goal of this thesis is to analyze international license contract institute, the function and the position it occupies in the sphere of international business with incorporeal goods and legal regime which it, on the level of the Czech rule of law and European Union law, is subject to. The thesis consists of four parts. The first part focuses on the institute of contractual license in general. It outlines its conception and basic definitional framework. It reflects the function and the position which the institute of license contract occupies in the Czech rule of law as well as its shift within the framework of Czech private law recodification. It presents diverse typology of contractual license and in the process it thoroughly focuses on its modifications, respectively on marginal agreement models such as franchise agreement and know how agreement. The second part of the thesis continues with text dedicated to the institute of license contract with international element. It presents its general classification and it also analyzes sources of its modification. The third part of the thesis treats legal regime which the international license contract is subject to, and the focal point of the text lies in the union modification included in the Rome Convention and in Regulation Rome I. The problem is discussed...