university of manitoba business plan competition

The 20 Best Business Plan Competitions to Get Funding

Business plan competitions can provide valuable feedback on your business idea or startup business plan template , in addition to providing an opportunity for funding for your business. This article will discuss what business planning competitions are, how to find them, and list the 20 most important business planning competitions.

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What is a Business Plan Competition?

How do i find business plan competitions, 20 popular business plan competitions, tips for winning business plan competitions, other helpful business plan articles & templates.

A business plan competition is a contest between startup, early-stage, and/or growing businesses. The goal of the business plan competition is for participants to develop and submit an original idea or complete their existing business plan based on specific guidelines provided by the organization running the contest.

Companies are judged according to set criteria including creativity, feasibility, execution, and the quality of your business plan.

A quick Google search will lead you to several websites that list business planning competitions. 

Each site has a different way of organizing the business planning competitions it lists, so you’ll need to spend some time looking through each website to find opportunities that are relevant for your type of business or industry.

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Below we’ve highlighted 20 of these popular competitions, the requirements and how to find additional information. The following list is not exhaustive; however, these popular competitions are great places to start if you’re looking for a business competition.

Rice Business Plan Competition

The Rice University Business Plan Competition is designed to help collegiate entrepreneurs by offering a real-world platform on which to present their businesses to investors, receive coaching, network with the entrepreneurial ecosystem, fine-tune their entrepreneurship plan, and learn what it takes to launch a successful business.

Who is Eligible?

Initial eligibility requirements include teams and/or entrepreneurs that:

• are student-driven, student-created and/or student-managed
• include at least two current student founders or management team members, and at least one is a current graduate degree-seeking student
• are from a college or university anywhere in the world
• have not raised more than $250,000 in equity capital
• have not generated revenue of more than $100,000 in any 12-month period
• are seeking funding or capital
• have a potentially viable investment opportunity

You can find additional  eligibility information on their website.

Where is the Competition Held?

The Rice Business Plan Competition is hosted in Houston, TX at Rice University, the Jones Graduate School of Business.

What Can You Win?

In 2021, $1.6 Million in investment, cash prizes, and in-kind prizes was awarded to the teams competing.

This two-part milestone grant funding program and pitch competition is designed to assist students with measurable goals in launching their enterprises.

Teams must be made up of at least one student from an institution of higher education in Utah and fulfill all of the following requirements:

• The founding student must be registered for a minimum of nine (9) credit hours during the semester they are participating. The credit hours must be taken as a matriculated, admitted, and degree-seeking student.
• A representative from your team must engage in each stage of Get Seeded (application process, pre-pitch, and final pitch)
• There are no restrictions regarding other team members; however, we suggest building a balanced team with a strong combination of finance, marketing, engineering, and technology skills.
• The funds awarded must be used to advance the idea.

The business plan competition will be hosted in Salt Lake City, UT at the Lassonde Entrepreneur Institute at the University of Utah.

There are two grants opportunities:

• Microgrant up to $500
• Seed Grant for $501 – $1,500

Global Student Entrepreneur Awards

The Global Student Entrepreneur Awards is a worldwide business plan competition for students from all majors. The GSEA aims to empower talented young people from around the world, inspire them to create and shape business ventures, encourage entrepreneurship in higher education, and support the next generation of global leaders.

• You must be enrolled for the current academic year in a university/college as an undergraduate or graduate student at the time of application. Full-time enrollment is not required; part-time enrollment is acceptable.
• You must be the owner, founder, or controlling shareholder of your student business. Each company can be represented by only one owner/co-founder – studentpreneur.
• Your student business must have been in operation for at least six consecutive months prior to the application.
• Your business must have generated US $500 or received US $1000 in investments at the time of application.
• You should not have been one of the final round competitors from any previous year’s competition.
• The age cap for participation is 30 years of age.

You can find additional   eligibility information on their website.

Regional competitions are held in various locations worldwide over several months throughout the school year. The top four teams then compete for cash prizes during finals week at the Goldman Sachs headquarters in New York City.

At the Global Finals, students compete for a total prize package of $50,000 in cash and first place receives $25,000. All travel and lodging expenses are also covered. Second place gets US $10,000, while third place earns US $5,000. Additional prizes are handed out at the Global Finals for Social Impact, Innovation, and Lessons from the Edge.

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The collegiate entrepreneurs organization business plan competition.

The Collegiate Entrepreneurs Organization Business Plan Competition (COEBPC) exists to help early-stage entrepreneurs develop their business skills, build entrepreneurial networks, and learn more about how they can transform ideas into reality. It also offers cash prizes to reward entrepreneurship, provide an opportunity for recognition of top student entrepreneurs around the world, and provide unique opportunities for networking.

To compete, you must:

• Be a currently enrolled student at an accredited institution
• Have a viable business concept or be the creator of an existing business that generates revenue.

If you are among the top three finalists of the business plan competition and successfully receive prize money, you will be required to submit a class schedule under your name for the current academic semester. Failure to do so will result in the forfeit of the prize money.

All competitions are held online. The finalist will receive a trip to the International Career Development Conference, where they have an opportunity to win additional prizes from CEO’s sponsors.

• First Place – $7,000
• Second Place – $5,000
• Third Place – $3,000
• People’s Choice Award – Collegiate Entrepreneur of the Year – $600

MIT 100k Business Plan Competition and Expo

The MIT 100K was created in 2010 by the Massachusetts Institute of Technology to foster entrepreneurship and innovation on campus and around the world. Consists of three distinct and increasingly intensive competitions throughout the school year: PITCH, ACCELERATE, and LAUNCH. 

• Submissions may be entered by individuals or teams.
• Each team may enter one idea.
• Each team must have at least one currently registered MIT student; if you are submitting as an individual, you must be a currently registered MIT student.
• Entries must be the original work of entrants.
• Teams must disclose any funding already received at the time of registration.

Hosted in Cambridge, MA at the Massachusetts Institute of Technology beginning in October through May of each academic year.

Top finalists will have a chance to pitch their ideas to a panel of judges at a live event for the chance to win the $5,000 Grand Prize or the $2,000 Audience Choice Award.

20 Finalists are paired with industry-specific business professionals for mentorship and business planning and a $1,000 budget for marketing and/or business development expenses.

The 10 Top Finalists participate in the Showcase and compete for the $10,000 Audience Choice Award while the 3 Top Finalists automatically advance to LAUNCH semi-finals.

The grand prize winner receives a cash prize of $100,000 and the runner-up receives $25,000.

Florida Atlantic University (FAU) Business Plan Competition

The FAU business plan competition is open to all undergraduate and graduate student entrepreneurs. The competition covers topics in the areas of information technology, entrepreneurship, finance, marketing, operations management, etc.

All undergraduate and graduate students are eligible to participate.

The business plan competition will be held at Florida Atlantic University in Boca Raton, Florida.

• First prize: $5,000 cash
• Second prize: $500 cash

Network of International Business Schools (NIBS) Business Plan Competition

The Network of International Business Schools (NIBS) Business Plan Competition is designed to offer an opportunity to develop your business plan with the guidance of industry experts. It provides the opportunity for you to compete against fellow entrepreneurs and explore big ideas.

• Participants must be the legal age to enter into contracts in the country of residence.
• Participants may not be employed by an organization other than their own company or business that they are launching for this competition.
• The plan should be for a new business, not an acquisition of another company.

The Network of International Business Schools (NIBS) Business Plan Competition is held in the USA.

There is a cash prize for first, second, and third place. There is also a potential for a business incubator opportunity, which would provide facilities and assistance to the winners of the competition.

Washington State University Business Plan Competition

The Washington State University Business Plan Competition has been serving students since 1979. The competition is a great opportunity for someone who is looking to get their business off the ground by gaining invaluable knowledge of running a successful business. It offers a wide range of topics and competition styles.

• Any college undergraduate, graduate, or professional degree-seeking student at Washington State University
• The company must be an early-stage venture with less than $250,000 in annual gross sales revenue.

The Washington State University Business Plan Competition is held in the Associated Students Inc. Building on the Washington State University campus which is located in Pullman, Washington.

There are a wide variety of prizes that could be won at the Washington State University Business Plan Competition. This is because the business plan competition has been serving students for over 30 years and as such, they have offered more than one type of competition. The common prize though is $1,000 which is awarded to the winner of each class. There are also awards for those who come in second place, third place, etc.

Milken-Penn GSE Education Business Plan Competition

The Milken-Penn GSE Education Business Plan Competition is one of the most well-known competitions in the country. They have partnered with many prestigious institutions to provide funding, mentorship, and expertise for the competition.

Education ventures with innovative solutions to educational inequity from around the world are encouraged to apply, especially those ventures founded by and serving individuals from marginalized and historically underrepresented communities.

We encourage applicants working in every conceivable educational setting–from early childhood through corporate and adult training. We also welcome both nonprofit and for-profit submissions.

The competition is held at the Wharton School of the University of Pennsylvania.

All finalists receive $1,000 in cash and $5,000 in Amazon Web Services promotional credits.

Next Founders Business Plan Competition

Next Founders is a competition geared towards innovative startups with a social impact, looking to transform society by addressing key global human needs. The competition inspires and identifies energetic, optimistic entrepreneurs who are committed to achieving their vision.

Next Founders is for Canadian business owners of scalable, high-growth ventures.

Next Founders is held at the University of Toronto.

You could win up to $25,000 CAD in cash funding for your new business.

Hatch Pitch Competition

The Hatch Pitch competition is one of the most prestigious business competitions in the US. The winners of the Hatch Pitch Competition are given access to mentorship courses, discounted office space with all amenities included, incubators for startups, tailored education programs, financial counseling & more.

The competition is for companies with a business idea.

• The company’s product/service must have launched within the past 2 years, or be launched within 6 months after the Hatch Pitch event.
• Founders must retain some portion of ownership in the company.
• Received less than $5 million in funding from 3rd party investors.
• The presenter must actively participate in Hatch Pitch coaching.

The Hatch Pitch Competition is located at the Entrepreneur Space in Dallas.

The grand prize for this business plan competition is access to resources like incubators and mentorships that could prove invaluable in bringing your startup company to the next level.

TechCrunch’s Startup Battlefield

The Startup Battlefield is a business plan competition that is sponsored by TechCrunch.  It awards the winner $50,000. There are two different rounds to this competition:

• First Round – 15 companies from all of the applicants that submitted their business plans for this round.
• Second Round – Two finalist companies compete against each other at TechCrunch Disrupt NY’s main stage.

At the time of the application process, companies must have a functional prototype to demo to the selection committee. In selecting final contestants, we will give preference to companies that launch some part of their product or business for the first time to the public and press through our competition. Companies that are in closed beta, private beta, limited release or generally have been flying under the radar are eligible. Hardware companies can have completed crowdfunding but those funds should have been directed to an earlier product prototype. Existing companies launching new feature sets do not qualify.

TechCrunch’s Startup Battlefield is held at different locations.

The Startup Battlefield rewards the winner with $50,000. In addition, the two runner-ups get a prize of $5,000 each.

New Venture Challenge

New Venture Challenge is a competition hosted by the University of Chicago. There are 3 main categories that will be judged:

• Innovative Concept – Arguably the most important category, this focuses on uniqueness, originality, and suitability.
• Market Fit/Business Model – Are you solving an actual problem for your target market? Does your project have the potential for profit?
• Presentation – Did you make a compelling, impactful presentation? Did you clearly communicate your goals and vision to potential investors?

You can find  eligibility information on their website.

The New Venture Challenge competition is held in Chicago, IL.

Finalists are awarded:

• First Place: $50,000 equity investment and access to industry mentors and other resources.
• Second place: $25,000 equity investment and access to industry mentors and other resources.
• Third place: $15,000 equity investment and access to industry mentors and other resources.

New Venture Championship

The New Venture Championship is hosted by the University of Oregon and has been since 1987. The championship brings new ventures and innovative business ideas to life and the competition offers plan writing as a service to those who need it.

The University of Oregon New Venture Championship is open to university student teams with 2-5 members that have at least one graduate student involved with their venture. Students should be enrolled in a degree program or have finished their studies in the current academic year.

The New Venture Championship hosted by the University of Oregon is held in Eugene, Oregon.

Every business plan has a chance of winning a cash prize from $3,000 to $25,000 and additional benefits like plan coaching and office space rental.

Climatech & Energy Prize @ MIT

The Climatech & Energy Prize @ MIT is a competition that focuses on companies that are involved in the area of energy, environment, and climate change.

• Participants must be a team of two or more people.
• At least 50% of formal team members identified in the competition submission documentation must be enrolled as half-time or full-time college or university students.

The Climatech & Energy Prize @ MIT is held in Cambridge, MA.

The grand prize winner receives $100,000 and other winners may receive other monetary prizes.

Baylor Business New Venture Competition

This competition has been offered by Baylor for the last 20 years. It is designed to help aspiring entrepreneurs refine business ideas, and also gain valuable insights from judges and other entrepreneurs.

Must be a current undergraduate student at Baylor University or McLennan Community College.

The Baylor Business New Venture competition will be held at the Baylor University, Waco, TX.

The grand prize winner will receive $6,000. There are also other prizes given out to the other finalists in each category which are worth $1,500 – $2,000.

13th IOT/WT Innovation World Cup

The 13th IOT/WT Innovation World Cup was organized by the 13th IOT/WT Innovation World Cup Association. It was organized to provide a platform for innovators from all over the world to showcase their innovative ideas and projects. The competition aimed at drawing the attention of investors, venture capitalists, and potential business partners to meet with representatives from different companies and organizations in order to foster innovation.

The revolutionary Internet of Things and Wearable Technologies solutions from developers, innovative startups, scale-ups, SMEs, and researchers across the world are invited to participate. Eight different categories are available: Industrial, City, Home, Agriculture, Sports, Lifestyle, and Transport.

Only those submissions that have a functional prototype/proof of concept will advance in the competition, mere ideas will not be considered. 

The competition is held in Cleveland, Ohio also an important center for innovation and cutting-edge technology.

Win prizes worth over $500,000, connect with leading tech companies, speed up your development with advice from tech experts, join international conferences as a speaker or exhibitor, and become part of the worldwide IoT/WT Innovation World Cup® network. 

The U.Pitch is a competition that gives you a chance to share your idea and for the community of budding entrepreneurs, startup founders, CEOs, and venture capitalists to invest in your enterprise. It also provides mentoring by experts in the field.

• Currently enrolled in an undergraduate or graduate program
• Applicants may compete with either an idea OR business currently in operation
• Applicants must be 30 years of age or under

The U.Pitch is held in San Francisco, California.

Enter to win a part of the $10,000 prize pool.

At the core of CodeLaunch is an annual seed accelerator competition between individuals and groups who have software technology startup ideas.

If your startup has raised money, your product is stable, you have customers, and revenue, you are probably not a fit for CodeLaunch.

CodeLaunch is based in St. Louis, Missouri. 

The “winner” may be eligible for more seed capital and business services from some additional vendors.

New York StartUP! Business Plan Competition

The New York StartUP! is a competition sponsored by the New York Public Library to help entrepreneurs from around the world to develop their business ideas.

• You must live in Manhattan, The Bronx, or Staten Island
• Your business must be in Manhattan, The Bronx, or Staten Island
• All companies must have a big idea or business model in the startup phase and have earned less than $10,000

The New York StartUP! competition is held in New York, NY.

Two winners are chosen: 

•  Grand Prize – $15,000  
•  Runner-up – $7,500  

First, determine if the competition is worth your time and money to participate.

• What is the prize money?
• Who will be on the judging panel?
• Will there be any costs associated with entering and/or presenting at the competition (e.g., travel and lodging expenses)?

Once you’ve determined the worth of the competition, then shift to focusing on the details of the competition itself.

• What are the rules of the competition?
• Are there any disqualifying factors?
• How will you be judged during the different parts of the competition?

After conducting this research, it’s best to formulate an idea or product that appeals to the judges and is something they can really get behind. Make sure you thoroughly understand the rules and what is expected from your final product. Once you know what is expected from you, you’ll be able to refine and practice your pitch to help you move through the stages of the competition.

These competitions are a fantastic method to get new business owners thinking about business possibilities, writing business plans, and dominating the competition. These contests may assist you in gaining important feedback on your business concept or plan as well as potential monetary prizes to help your business get off the ground.  

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With Growthink’s Ultimate Business Plan Template you can finish your plan in just 8 hours or less!

The University of Manitoba campuses are located on original lands of Anishinaabeg, Cree, Oji-Cree, Dakota, and Dene peoples, and on the homeland of the Métis Nation. More

University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

CFI Innovation Fund 2023 Competition

Canada Foundation for Innovation (CFI)

The CFI has officially launched their call for proposals.

In light of the CFI deadlines and with consideration to the ongoing UMFA strike, the UM’s internal CFI IF timelines have been extended. Pease see the attached revised timeline.

Upcoming important deadlines:

1. UM NOI for multi-institutional requests (where the UM is not the lead): January 6, 2022 (4:30pm)

2. UM draft proposals: January 24, 2022 (4:30pm)

APPLICATION

The CFI application can now be accessed online in the CAMS portal: https://www2.innovation.ca/sso/signIn.jsf?dswid=7304 ( click here for more information on how to use CAMS). The lead researcher can share the proposal with their team by clicking the ‘proposal sharing’ function, once in the project module.

The Office of Research Services would like to schedule a meeting with your team to discuss proposal development. Please contact [email protected] with your team’s availability.

The CFI will hold information sessions on December 13 and 15 (English), December 14 (French). Click here to register:

• December 13: https://us06web.zoom.us/webinar/register/WN_ResTJuleSuOLkfOQkKK-Cg
• December 14: https://us06web.zoom.us/webinar/register/WN_baEMOJM7RQGiIe7oz8m_Jw
• December 15: https://us06web.zoom.us/webinar/register/WN_nC_9nXPORrmfht5gz9_CyA

VPRIO Contact:

Birtukan Gebretsadik ( for questions or concerns related to your proposal )

Jocelyne Gaudet ( for specific questions related to renovations, operations and maintenance, advanced research computing requirements, troubleshooting NOI forms )

The information in this directory is provided as a service to the University Community and anyone with legitimate business with the University. Use of this directory to prepare mass mailings is prohibited.

Office of Research Services 540 Machray Hall, 186 Dysart Road University of Manitoba, Winnipeg, MB R3T 2N2 Canada Technical Support: [email protected]

[email protected]

204-474-8418

204-261-0325

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Lundquist college of business menu, lundquist college of business, competitions.

The University of Oregon boasts a myriad of business plan, financial, and entrepreneurial pitch competition opportunities for students, alumni, and the community. The Lundquist College of Business is home to past and present competitions such as NVC, Duck Tank, Startup Weekend, and more.

Internal Competitions

Oregon Innovation Challenge Open to all University of Oregon students, regardless of major or class standing, the Oregon Innovation Challenge welcomes students no matter the stage of their venture—from idea to emerging to currently in business. During the program, students participate in workshops, have access to office hours with  Lundquist Center for Entrepreneurship  staff, and get time with alumni mentors.

Ducks Disrupt The Oregon Executive MBA's signature innovation boot camp—Ducks Disrupt—is host to the region's professionals and graduate students who come together for two weekends to learn entrepreneurship essentials, develop startups, and present in the pitch competition.

External Business Plan Competitions

Oregon MBA students have ample opportunities to participate in business plan competitions throughout the United States and internationally based on the competitive strength of a new venture concept and management team. The business plan competition circuit has grown to a level such that successful teams can win upwards of $100,000 in cash awards.

Examples of business plan competitions in which students regularly have the chance to participate include:

• University of Manitoba Stuart Clark Venture Challenge
• Hong Kong University of Science & Technology International Business Plan Competition
• University of Louisville Cardinal Challenge

Financial Competitions

Finance and securities analysis students have numerous opportunities to compete and participate in case competitions, gaining valuable case analysis and problem-solving skills and experience. A sample of these include:

• The Chartered Financial Analysts' Global Research Investment Challenge was hosted by the Cameron Center for Finance and Securities Analysis at the University of Oregon's Portland campus.
• National Investment Banking Competition in which the most accomplished and dynamic students distinguish themselves and attain international recognition from their peers and senior industry professionals. Competitors use and develop skills in financial analysis, modeling, and pitching—all of which are essential to a successful career in investment banking.
• FDIC competition
• ACG Cup Northwest

New Venture Championship

The New Venture Championship (NVC) had been one of the top graduate investment competitions in the world. Its focus as a student learning experience and its guaranteed interaction with multiple panels of judges in a professional format positioned NVC as an unmatched experience for any student team pursuing a start-up venture. Presented by the University of Oregon’s Lundquist Center for Entrepreneurship, NVC attracted schools from across the nation and around the world. Esteemed judges included venture capitalists, seasoned business executives, and experienced entrepreneurs.

National Ethical Leadership Case Competition

Students from universities across the country gather to compete in the annual Ted Rogers Ethical Leadership Case Competition. This is Canada’s largest undergraduate business ethics case competition.

“Case competitions are wonderful opportunities for students to show that they can apply their classroom learning to propose concrete, practical solutions to realistic business scenarios,” said Chris MacDonald, director of TRSM’s Ted Rogers Leadership Centre. “This ethical leadership competition gives students the chance to demonstrate their understanding of leadership, and what leadership means in the context of socially-aware business.”

The competition is by invitation only. Eight teams of four students are given a business case study and have one week to examine what the ethical issues facing the company are and develop a solid action plan for the executives involved.

The Ted Rogers Leadership Centre is grateful to AtkinsRéalis  for its sponsorship of the competition. AtkinsRéalis is a global professional services and project management company.

Competitions

The first competition was held in 2016, with subsequent competitions in 2017 to 2022. The winners were:

• 2022 – Asper School of Business (University of Manitoba) 
• 2021 – Asper School of Business (University of Manitoba) 
• 2020 – Asper School of Business (University of Manitoba) 
• 2019 – Degroote School of Business (McMaster University)
• 2018 – Haskayne School of Business (University of Calgary)
• 2017 – Schulich School of Business (York University)
• 2016 – HEC (University of Montreal)

The 2023 competition will be held in the Fall 2023

“We are proud to partner with the Ted Rogers School of Management to prepare future leaders in understanding the importance of business ethics,” said Hentie Dirker, chief compliance officer of AtkinsRéalis. “This competition is an opportunity for them to address difficult ethical situations encountered in the workplace and ascertain the sometimes challenging decisions.” Hentie Dirker, Chief Compliance Officer, AtkinsRéalis

• Accelerator

2019 Business Plan Competition Schedule

Nov 30, 2018

Stu Clark Investment Competition

University of Manitoba’s Stu Clark Centre for Entrepreneurship

http://umanitoba.ca/faculties/management/academic_depts_centres/centres_institutes/entrepreneurship/competitions/stu-clark-investment-competition.html

March 8-9 | Winnipeg, Manitoba

This competition is open to graduate students worldwide and offers a substantial prize purse ( over CAD $50,000 ). Additionally, the University of Manitoba guarantees a CAD $1,000 minimum per team.

Important Dates

• Online application and two page executive summary due: Friday, January 25, 2019 
• Schools advised of acceptance:  Monday, February 4, 2019
• Business plans due:  Friday, March 1, 2019

New Venture Championship

University of Oregon’s Lundquist Center for Entrepreneurship

https://business.uoregon.edu/nvc/

April 11-13 | Portland, Oregon

The champion team will walk away with $20,000 to start their business. Regardless of team success in the competition, every competitor receives real-world, actionable advice and critique.

• Registration ends February 6, 2019

Rice Business Plan Competition

https://rbpc.rice.edu/

April 4-6, 2019

Compete to join the world's biggest student venture competition, where university entrepreneurs get real-world experience in how to pitch their startups to investors, enhance their startup strategy, connect with mentors, and learn what it takes to launch a successful business.

• 42 student startups from across the world
• $1.5 million in cash and investment prizes

Wanda Costen to step down as Dean of Smith School of Business

Principal Patrick Deane appoints Lynnette Purda as Interim Dean starting in January 2025.

August 29, 2024

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Smith School of Business, Queen's University.

Principal and Vice-Chancellor Patrick Deane announced today that Wanda Costen will step down as Dean of the Smith School of Business, ending her term on Dec. 31, 2024, to become the Provost and Vice-President Academic at Dalhousie University. Lynnette Purda will serve as Interim Dean of Smith Business as of Jan. 1, 2025, for an 18-month appointment.

“I would like to congratulate Dean Costen on her new appointment at Dalhousie and thank her for her numerous contributions to Queen’s and the Smith School of Business,” says Principal Deane. “Under Wanda’s leadership, the school has made important progress in several key areas, including a new strategic plan, greater integration of teaching and research, and improved access and inclusion for students. While she will be greatly missed, I wish her the very best as she takes this exciting next step in her career.” 

Dean Costen joined Queen’s in 2021 and during her tenure led the business school and its key stakeholders through a process to develop a comprehensive new strategic plan. She increased the focus on research at Smith, including more exposure to research in the undergraduate Commerce program. Dean Costen invested in the future of Smith’s faculty by adding 10 new assistant and associate professors with a diverse set of experiences and backgrounds. She worked with a generous alumni donor to establish the Quinn Environmental, Social, and Governance (ESG) Professorship, and expanded the school’s partnership agreements for exchange and double degrees in the Global South, including Costa Rica, Morocco, and Nigeria. 

Principal Deane announced that Lynnette Purda will serve as Interim Dean of Smith School of Business as of Jan. 1, 2025, for 18 months. Dean Costen and Dr. Purda will work together in the months ahead to ensure a smooth transition. 

Dr. Purda is currently Professor and Associate Dean (Graduate Programs), and RBC Fellow of Finance at Smith School of Business. She is a Chartered Financial Analyst with industry investment banking experience and is an editor of the book Corporate Fraud Exposed . Her primary research area is corporate finance with a focus on governance. Her work appears in leading academic journals, and she has worked with policymakers and practitioners including the Bank of Canada, the Accounting Standards Oversight Council of Canada, and FP Canada. She is Past President of the Northern Finance Association. She holds a Bachelor of Commerce from the Asper School of Business, University of Manitoba, and a PhD in Finance from the Rotman School of Management, University of Toronto. 

The search for a permanent dean for Smith School of Business will begin in summer 2025, with the new dean starting summer 2026.

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University of Manitoba Campus Master Plan Competition

Winnipeg, Manitoba

PFS Studio teamed with Perkins + Will and 1X1 Architecture on this international design call for the University of Manitoba Campus Master Plan. Proudly, the team placed second in this heavily subscribed competition. The concept created a vibrant and dynamic community center which emerged from and merged with the existing campus. A new large-scale regional river park was conceived and retained existing trees, created a buffer to neighboring precincts, and offered a range of activities including a series of amenities / elements that incorporate local culture.

The integrated open space network and stormwater-collecting eco-corridors adjacent to proposed new development was a crucial part of the connective strategy. The PFS/ P+W/1×1 scheme was lauded by the jury for providing a provocative and well informed plan that could have well served the future needs of the University of Manitoba.

Images courtesy of Perkins + Will

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Open Access

Peer-reviewed

Research Article

The compounding impact of the social determinants of health and COVID-19 on the mental health of young workers in Canada during the COVID-19 pandemic: A qualitative, arts-based study

Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada

Roles Formal analysis, Validation, Writing – original draft, Writing – review & editing

Roles Conceptualization, Validation, Writing – review & editing

Affiliation Department of Economics, Faculty of Arts, University of Manitoba, Winnipeg, Manitoba, Canada

Roles Formal analysis, Investigation, Validation, Writing – review & editing

Affiliation Centre for Human Rights Research, Faculty of Law, University of Manitoba, Winnipeg, Manitoba, Canada

• Roberta L. Woodgate, 
• Corinne A. Isaak, 
• Julia Witt, 
• Pauline Tennent, 
• Ashley Bell

• Published: August 29, 2024
• https://doi.org/10.1371/journal.pone.0309720
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The COVID-19 pandemic, a global health crisis, was acutely felt in the labour market for many young workers. Importantly, precarious employment, identified as an emergent social determinant of health, may negatively affect the mental health and well-being of young workers. To this end, we engaged with young workers to understand their workplace needs and challenges in the COVID-19 era and hear their recommendations for action. Semi-structured interviews and a graphic recording focus group were conducted with 33 young workers aged 18–26 years old in Manitoba, Canada, who had worked a minimum of 30 hours per week prior to COVID-19 onset and were living independent of their parents. Analysis involved delineating units of meaning from the data, clustering these to form thematic statements and extracting themes. Second-level analysis involved applying themes and sub-themes to a social determinants of health framework. The multifaceted, compounding realities of young workers’ pre-COVID-19 employment situations were amplified by the COVID-19 pandemic, adversely impacting young worker’s mental health. Unique findings from this study highlight the generational differences in this cohort, who are opposed to participating in fragmented systemic structures (neoliberalism) and inequitable employment conditions, and who yearn for social inclusion and work-life balance. Their recommendations for government and employers call for permanent and stable employment opportunities, economic and mental health supports, and space to be heard and valued, as they navigate the many life course challenges as emerging adults. Societies are dependent on young workers to develop and support the Canadian economy for future generations. Thus, it is a critical that recommendations proposed by young workers in this study be acted upon and implemented to provide an equitable, stable, and supportive future for young workers in Canada and beyond.

Citation: Woodgate RL, Isaak CA, Witt J, Tennent P, Bell A (2024) The compounding impact of the social determinants of health and COVID-19 on the mental health of young workers in Canada during the COVID-19 pandemic: A qualitative, arts-based study. PLoS ONE 19(8): e0309720. https://doi.org/10.1371/journal.pone.0309720

Editor: Ali B. Mahmoud, St John’s University, UNITED STATES OF AMERICA

Received: January 12, 2024; Accepted: August 16, 2024; Published: August 29, 2024

Copyright: © 2024 Woodgate et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: Data cannot be shared beyond individual quotations in the manuscript because participants did not give consent in terms of publication of their full transcript. The interviews contain sensitive data. This decision was made in accordance with the ethics committee at the University of Manitoba. Requests for additional information can be sent to Human Ethics Office at the University of Manitoba at [email protected] .

Funding: Funding for this project was awarded to RLW (Dr. Roberta Woodgate) by the Social Sciences and Humanities Research Council of Canada, through an Individual Partnership Engage Grant (PEG) COVID-19 Special Initiative, File Number 1008-2020-0009. RLW is supported by a Tier 1 Canadian Research Chair in Child and Family Engagement in Health Research and Healthcare (Canadian Institutes of Health Research-Canadian Research Chair- 950-231845). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Competing interests: The authors have declared that no competing interests exist.

Introduction

The COVID-19 pandemic has been characterised as a co-occurring global health and economic crisis [ 1 ], a mental health (MH) crisis [ 2 ], a labour market crisis, ‘a crisis of precarious work itself’ (p. 345) [ 3 ], and ‘a pandemic of inequality’ (p. 1) [ 4 ]. Young people, often in precarious employment positions (i.e. cashiers, delivery drivers), were among those risking their well-being to deliver essential services during the COVID-19 pandemic. Many of these young earners are in working poverty, with limited financial resources, choice, social protections, and often have an inability to fully advocate for their rights [ 5 ]. COVID-19 has served to further intensify the precarity of many young workers (YW), and youth are among those at greater risk of being emotionally and psychologically affected by the pandemic [ 6 – 8 ], compounded by pre-existing MH challenges in Canada [ 9 , 10 ]. While there have been efforts to address these needs (i.e., emergency benefits), information from Canadian YW about their employment experiences during the pandemic and the resulting impacts on their MH is lacking.

Youth employment

The labour market for young people today looks markedly different than it did a generation ago, with greater uncertainty and instability present for YW [ 11 , 12 ] as well as higher rates of unemployment and underemployment [ 11 , 13 ]. Canadian youth have long expressed concerns regarding the number and quality of jobs available to them [ 14 ]. Many are employed in part-time and/or contract work [ 11 ], and a substantial number of young people who completed post-secondary schooling are not employed in a position that requires their degree [ 15 ]. For young people who are unemployed, they experience greater barriers and challenges in (re)entering the workforce, as compared to more established workers [ 16 ]. Furthermore, discrimination and racism are significant barriers to employment and advancement in the Canadian labour market [ 17 ], particularly for newcomer, BIPOC (Black, Indigenous, and People of Colour), and 2SLGBTQIA+ youth who often experience these factors during hiring [ 18 ] and throughout their employment, which present barriers to safe, secure, and stable employment [ 19 ].

Contributing to the current status of youth employment, neoliberalism, a dominant ideology in Western societies [ 20 ], has shaped the employment market young people are involved in [ 20 , 21 ]. Neoliberalism is a set of social, economic, ideological and political practices, characterized by individualism, competition, and an emphasis on the benefits of free trade and flexible labour [ 20 , 21 ]. As such, this has resulted in a rise in precarious employment, which are often positions held by young people [ 20 , 21 ]. While no global agreement on the definition of precarious employment exists [ 22 ], the International Labour Organization (ILO) defines precarious employment using terms such as “uncertainty”, “ambiguous”, “lack of benefits” and “low pay”.(p. 30) [ 23 ] Some examples of precarious employment include short-term contract work, staff-for-hire (“gig”) work, and involuntary part-time work. Of concern, precarious employment is increasingly common amongst YW with all levels of education. Not surprisingly, Statistics Canada has reported that youth aged 15–24 are more likely than other age groups to feel insecure about their continued employment, with 31% of youth reporting this as having a major impact on their ability to make ends meet [ 24 ]. These trends are worrisome given society’s dependence on YW to develop and support future economies [ 12 ]. Importantly, precarious employment has been identified as an emergent social determinant of health [ 25 ] and is linked to inequity and poverty [ 20 ]. It is also a risk factor that may negatively affect the MH and well-being of YW in these positions [ 26 – 29 ]. It also impacts YW life course, as many YW in precarious employment find it difficult to plan for the future and experience a reduced sense of autonomy, and, as such, find themselves delaying key milestones of adulthood, such as marriage [ 30 , 31 ]. In addition to affecting the individual YW, precarious employment also affects communities, constituting a public health issue [ 32 ]. This has the potential for societal burdens and economic consequences [ 33 ], intergenerational poverty [ 33 ] and an increased risk for long-term social and economic exclusion and disengagement [ 34 ]. In attempts to manage the precarity of their existing employment, YW find themselves turning to the connection of others and interdependence in their work [ 11 ]. As such, some YW of this generation are turning away from this neoliberal ideal of employment, through their recognition that precarious work involves perpetuating uneven power relations [ 21 ].

COVID-19 impact on young workers

COVID-19 has had a profound impact on YW, including implications for both their employment and their MH. YW, a group with particularly vulnerable employment status, have been especially susceptible to COVID-19-related changes in the labour market [ 13 ], including challenges in finding and gaining stable employment, a key feature of their life stage [ 35 ]. Young people are also notably susceptible to economic shocks as a result of being newer to the labour market [ 16 ]. They often work in jobs with less employment protection and are typically the first to be fired when workplaces restructure [ 16 ]. Previous experiences with economic recessions have noted greater losses in employment and higher instances of unemployment among young people, both in the initial short-term period, as well as long-term [ 16 ]. The implications of this being that it often takes longer for the labour market of young people to rebound, with the negative impacts persisting for years [ 16 ]. Furthermore, these impacts can also worsen existing inequities among YW [ 13 ].

COVID-19 has had a disproportionate impact on the unemployment rates of YW, compared with older workers [ 36 – 39 ]. Many young people lost their jobs or had a reduction in the number of hours they worked [ 35 , 40 ], which was amplified for equity deserving people [ 16 , 35 ]. Industries that typically employ young people, including retail and service sectors, were subject to pandemic closures and consequent job loss for YW [ 35 ]. As well, young people often hold less secure (precarious) positions, which may contribute to the larger decline of employment among YW [ 39 ]. As well, for those in precarious employment positions, COVID-19 had an amplified effect on them, as they had limited access to income, social, and employment protections, such as paid sick time or paid leave [ 13 ]. These employment impacts also had the greatest effect on equity deserving YW [ 3 , 41 ]. For instance, loss of work hours during COVID-19 was more common among Canadian YW who identified as Indigenous (45%) or who lived with a disability (34%) [ 42 ]. Young people who were unemployed during the pandemic will likely experience long-term disadvantages competing in the existing labour market [ 35 ]. They have also noted greater difficulties entering the workforce during the pandemic [ 40 ]. This has limited job opportunities and career development for young people [ 43 ]. In turn, this is also expected to disrupt key transitions into adulthood that rely on financial stability, such as parenthood and homeownership [ 35 ].

With mental illness an existing issue amongst YW in Canada pre-pandemic [ 44 ], COVID-19 has seen further declines in the MH of YW [ 2 ]. On the whole, the COVID-19 pandemic has worsened the MH of young people in Canada, and exacerbated pre-existing MH disparities [ 45 ]. The pandemic has seen more young people experiencing symptoms of depression, anxiety, stress, and worry, as well as an increase in the severity of these symptoms [ 46 – 49 ]., and an increase in their use of substances (such as alcohol and cannabis) [ 48 ]. These MH concerns were amplified for racialized young Canadians [ 50 ], as well as those with financial worry, lower income people, and people who were laid off/not working during the pandemic [ 47 , 48 ].

Beyond this, people who worked in essential and frontline positions, which includes a larger portion of YW, were also at increased risk of exposure to and contracting COVID-19 [ 36 , 51 ]. This was further amplified for BIPOC individuals who tend to have higher rates of employment in these sectors [ 36 ]. Essential and frontline workers further note a higher instance of MH challenges [ 52 – 54 ], and had greater stress and worry associated with contracting COVID-19, passing it on to people close to them, and accessing proper personal protective equipment [ 52 , 53 – 56 ].

Engaging young workers

In supporting our YW, we need to actively engage them in discussions and processes aimed at understanding their employment experiences. To create a more sustainable workforce following the COVID-19 pandemic, it is critical to involve YW in an open discussion to develop solutions resulting from the labour crisis of the pandemic [ 13 ]. However, limited qualitative research presently exists on Canadian YW’ experiences during this historical period. To this end, this study aligns with the ILO’s recommendation to engage in social dialogue with employees to address pandemic-influenced labour market challenges [ 57 ]. This research provides a unique contribution to the literature to understand the impacts of the COVID-19 pandemic on the mental health of young workers within the Canadian context, through exploring topics impacting their employment experiences, finances, physical health, support and social networks.

Regarding youth as experts to empower their research involvement [ 58 , 59 ], we engaged with YW to detail their employment challenges in the COVID-19 era and to identify solutions that can result in more supportive, responsive, safe, and healthy workplaces and improved health outcomes. Specifically, the research questions are:

• What are the workplace experiences and challenges of young workers in the COVID-19 era?
• What are young workers’ solutions to identified challenges that align with the needs and priorities of young people?

Study context and design

This qualitative, arts-based study took place in Manitoba (MB), a central Canadian province from October 2020 to April 2022, during various phases of the COVID-19 pandemic. As in other jurisdictions, Manitoba experienced four pandemic waves between March 2020 through March 2022 including an Omicron wave (4 th ). The first COVID-19 pandemic lockdown in Manitoba was declared on April 1, 2020 [ 60 ]. On March 15, 2022 all Manitoba public health restrictions were lifted [ 61 ]. During this time period the Manitoba Government was led by the Progressive Conservatives (PCs), and similar to other regions in Canada, Manitoba was faced with significant economic, public health, and social challenges resulting from the COVID-19 pandemic [ 62 ]. During this time period, the unemployment rate in Manitoba was 5.0% in December 2019 [ 63 ], 5.5% in October 2021, and 4.6% in October 2022 [ 64 ].

Multiple data collection methods were used to examine young workers’ perspectives, providing complementary insights that may otherwise be difficult to access if using a single method [ 65 , 66 ]. Specifically, semi-structured interviews followed by a graphic recording focus group were used to provide a creative way for study participants to share their stories and illuminate the human dimensions of health and employment experiences [ 67 , 68 ]. Graphic recording, an arts-based data collection method was employed to listen for key ideas and visually document them (i.e., illustrations, text), enabling youth to visualize their words and conversation patterns in real time [ 69 ]. This method was selected as it provides opportunity for young workers to make sense of their work collectively, and to link graphic recordings to the corresponding interview data, creating visual representations of the text-based findings and enhancing understanding of YW experiences with COVID-19. Open-ended guides were created for interviews and focus groups in collaboration with our community partner, focusing on YW’s employment experiences during COVID-19, economic, social, and MH challenges, and recommendations for employers and policymakers to support YW and improve their employment situations. This qualitative study followed the Consolidates Criteria for Reporting Qualitative Research (COREQ) [ 70 ]. The principal investigator (PI) leads a well-established impactful research program and team in the study of child/youth well-being with expertise in qualitative research including youth-centered and arts-based methods. Engagement with young workers was facilitated via the long-standing research relationship the PI has with the community partner, NorWest Co-op Community Health [ 71 ], and collaborating organization Youth Employment Services Manitoba (YES Manitoba), a long-term partner to NorWest. Both organizations are situated in the downtown or central areas of a major city in Manitoba. To ensure that all participants view their participation positively and feel a sense of emotional safety throughout the research process, we adopted the qualities identified in Woodgate’s framework “sustaining mindful presence.”[ 59 ]

Participant recruitment and data collection

Participant recruitment and data collection took place between October 20, 2020 and April 25, 2022. Using a combination of purposive and snowball sampling, young workers (YW) aged 18–26 years, who had worked a minimum of 30 hours per week prior to COVID-19 onset, did not live with their parents, and spoke English or French were recruited through the first author’s social media platforms and with assistance from community organizations that serve youth. Numerous participants indicated during the interviews that they had moved to the city in recent years, either from other rural or urban centres within Manitoba, or from other countries, to pursue further education or find employment, as is often part of this life stage transition. Interested participants were contacted by study personnel to explain the study and arrange for the interview.

Demographic forms were completed by participants followed by semi-structured interviews conducted by trained research personnel under the supervision by the first author. Although a sample size of 40 youth was proposed, theoretical saturation was reached at 33 participants [ 72 ]. Interviews took place in-person or virtually (audio/video conferencing, phone) depending on participant preference, each lasting 40 to 75 minutes.

Participants who took part in the first interview were invited via email to participate in a graphic recording focus group to further validate the interview findings (member checking) and provide visual representations that contribute to a greater understanding of the findings. Four female YW of mixed ethnicities participated virtually in a 1-hour graphic recording focus group in June 2022 led and conducted by the first author. A graphic recording artist documented the conversation.

Data analysis

Data analysis occurred simultaneously with data collection. Specifically, the inductive approach of thematic analysis was applied by identifying recurrent themes across participants [ 73 – 75 ] which were organized into a table of contents in Microsoft Word. First the interview transcripts were read and re-read to get a sense of the data and overall meaning. This was then followed by delineating units of meaning from the data, clustering units of meaning to form thematic statements and extracting themes [ 73 – 75 ]. All data were reviewed repeatedly for significant statements by authors RLW, CAI, PT, and AB in an attempt to understand participants’ lived experiences and meanings through themes [ 73 ]. Any discrepancies or uncertainty of themes were resolved via discussion among all three authors until consensus was achieved.

Preliminary analyses from the interviews were discussed with focus group participants which helped to uncover new and/or support identified themes. The graphic recording served as a visual representation of the text-based findings and informed the themes emerging from the data. By relating the visual data to the corresponding transcripts, we gained a greater understanding of YW experiences. Demographic data was analyzed using SPSS ® Version 27 . 0 [ 76 ].

In a second level of analysis, themes were applied to Frank et al.’s [ 77 ] conceptual framework on the social determinants influencing work, health, and well-being. This conceptual framework places employment conditions within their social context ( socioeconomic and political conditions ), which then affect the social position of the worker, their employment conditions , and their working conditions [ 77 ]. Interacting with working conditions is individual susceptibility . These factors affect the social and health regulatory and benefits system , and, then all lead to the resulting inequities in health and well-being [ 77 ].

In addition to validating themes via the focus group, measures applied to enhance the study’s methodological rigour included prolonged engagement with the data, careful line-by-line analysis of the interview transcripts, and detailed memo writing [ 73 – 75 ].

Ethical considerations

This study was approved by the Education/Nursing Research Ethics Board (ENREB) of the University of Manitoba, Canada (Protocol # E2020:073 [HS24324]). Written and verbal informed consent was obtained from all participants, who were also made aware that any publications resulting from the study would not include identifying information. Confidentiality and anonymity were ensured by assigning to each participant a code which was used to identify the interview and focus group transcripts. Participant confidentiality was maintained during the graphic recording focus group by reminding participants to share only what they were comfortable with and asking that participants keep in confidence that what is shared during this session. All study personnel, including the graphic recording artist signed an oath of confidentiality. In this manuscript, participants are referred to by assigned code numbers or referred to as “young workers (YW)”.

Participants

A total of 33 young workers, ages 18–26 years, participated in individual semi-structured interviews [ 33 ] and a graphic recording focus group (4 participants from individual interviews). Participant characteristics are detailed in Table 1 . Additional analysis determined that 28 (84.8%) of the 33 participants identified as BIPOC, of whom 16 (57.14%) had college diplomas or university degrees. Of these 28 participants, 23 (81.14%) were working in sales and service/food or trades sector jobs, and 19 (67.86%) were attending school, college, or university. In contrast, most (4; 80%) of the White/Caucasian participants held a college diploma or university degree, and 40% worked in sales and service/food or trades sector jobs. Exploring by gender-identity, of the 22 (66.66%) females, 19 (86.36%) were BIPOC, 13 (59.09%) had a college diploma or university degree, and 15 (68.18%) worked in sales and service/food or trades jobs. In contrast, of the 11 (33.33%) of male and non-binary-identifying participants, most (9; 81.82%) were from BIPOC groups, 63.64% (7) had a college diploma or university degree, and almost all (10; 90.91%) worked in sales and service/food or trades sectors.

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https://doi.org/10.1371/journal.pone.0309720.t001

1. Pre-COVID realities exacerbated by COVID-era challenges.

Although interview and focus group questions were focused on COVID-Era and future timeframes, YW also spoke considerably about their pre-COVID-19 employment experiences. Clearly evident from these discussions was that COVID-Era challenges have amplified pre-COVID-19 realities across multiple areas of YW’ lives. To demonstrate these impacts, Frank et al.’s [ 77 ] framework of social determinants influencing work, health, and well-being is used to present the themes, where ‘Pre-COVID Realities’ provide a baseline for ‘COVID-Era Challenges’ themes ( Table 2 ).

https://doi.org/10.1371/journal.pone.0309720.t002

2. Compounding impacts of COVID-era challenges on the mental health of young workers.

Participant quotes from interviews and the focus group are presented below under the six main COVID-Era themes (social determinants influencing work, health, and well-being) [ 77 ]: socioeconomic and political conditions, social position, employment conditions, working conditions, individual susceptibility, and social and health regulatory and benefits systems. Notably, these COVID-Era employment-related challenges were compounded through the different layers of social determinants, impacting YW’ MH.

The graphic recording image (see Fig 1 ) from the focus group further supports and echoes the Pre-COVID and COVID-Era interview findings. Text phrases in the image are paraphrased quotes from focus group participants. Within the image reading from left to right portrays YW’ pre-COVID realities, then COVID-era challenges, and ending on the right with YW key solutions for action directed towards government and employers.

https://doi.org/10.1371/journal.pone.0309720.g001

Socioeconomic and political conditions

Approximately one in four YW spoke of economic security during COVID-19, due, for example to, saving money due to financial assistance from family, or increased opportunities for more shifts/work hours. Still, a YW noted that even though, “ financially I was stable … emotionally it did a take toll on us . ” [YW_28 Asian/Latinx Female].

Many more participants, however, shared about the significant challenges they encountered with economic insecurity (e.g., wage reductions) due to pandemic-exacerbated employment precarity e.g., reduced work hours or job loss. These challenges left some YW struggling, having to resort to a line of credit and credit cards to pay bills, resulting in stress and emotional strain.

YW_27: “COVID 19 has really affected most of the people, not only me, but most of the people mentally… because of the financial instability which COVID 19 really caused on it. … And it has really been consuming my mind and I’ll say it has not given peace and that really affected me mentally because it’s giving me a lot of stress, and pressure.” [Black Male]

Social position

Stories of racism and discrimination in the workplace continued during the COVID-Era, exacerbating pre-COVID realities. These behaviours were both observed, “ just like a lot of racism , a lot of homophobia , a lot of Sinophobia…” [YW_08 Black Female] and experienced by YW:

YW_22: “ I felt very threatened … myself and another colleague who worked different positions in the same team were both black minorities and were the only two people being forced to work in the office for four months… What’s shocking was that employees that were hired after me to help with our backlog were given laptops to work from home right off the hop. And it took me a year and a half to get a laptop.” [Black Female]

Adding to pre-COVID realities, the differing social values across generations and expectations of productivity was more evident during the pandemic, further contributing to …

YW_22: “…a divide, because the older generation is expecting a certain amount of work to be pushed, whereas the younger generation that is closer to my age who are in higher roles understand, like they have more compassion, they understand burnout more… ” [Black Female]

These generational differences carried over into YW and minimum wage earners feeling undervalued by society and government in the COVID-Era.

YW_18: “ I’ve been a minimum wage worker all of my working life and I’ve sort of learned that I’m just really not respected or as important … we do all this essential stuff, like people want to go to the drive through and grab a coffee. That’s a minimum wage worker. … I honestly think like minimum wage workers are the backbone of our society and they are just completely forgotten about . … I don’t think the government did enough … I don’t think they understand enough of how important we are and how little we get rewarded… I like work to my maximum capacity… and I’m given pretty much minimum back, like I’m, I’m given nothing… and it feels very unfair .” [Asian/Latinx Female]

Participants called to be acknowledged for their efforts and contribution to society, as poignantly expressed below:

YW_15 : “… I don’t think they [government] put much thought into like students… Or like young workers. …, we’re still part of society, we still work, we still contribute, … I think we’re just really; we’re just seen as kind of like ‘oh like they’re not really contributing’ opposed to like seniors and like older workers. I think like we get kind of forgotten. … like but what about us… Like the ones who work retail that weren’t able to work from home, who are in school. Like it’s I don’t know we’re just so, I feel like we’re just, some of us kind of fall through the cracks .” [Asian/Latinx Female]

Yet during the pandemic it was YW who "… are just going to work , which is also what young people have been asked to do is to restart , like help in restarting the economy…” [YW_05 White Female]. Further intensifying YW’ feelings of being undervalued by other generations was the lack of recognition of the emotional impact the pandemic had on YW:

YW_22: “ I think they [older generation] see it and they don’t value like the importance of what we’re going through. … I just feel like the older generation just feels like it’s, like we’re, we’re living the life, like we’re just enjoying ourselves, it’s fine, we’re, we’re working from home so we’re not complaining. But no, we’re actually not okay, we’re all depressed. Nobody care[s].” [Black female].

Similarly, at their workplaces YW’ sentiments of feeling unheard, undervalued, and uninformed by employers during the pandemic were strongly articulated. The excerpt below builds on the COVID-Era challenges identified above, and makes further comments regarding YW’ contribution to businesses and communities during the pandemic, yet still being underappreciated:

YW_12: “ …we are the ones who stepped up and we, we did the things that was supposed to be done… So, we should have given like more than wage [s] , … I would have liked like some health benefits as well … I think like they should appreciate us … Because we’re working to support the store and to support the community as well…” [Asian/Latinx Male]

Employment conditions

In addition to economic challenges, the onset on the COVID-19 pandemic set a myriad of employment changes in motion for many YW, including precarious employment, e.g., increased workload, reduced hours, lay offs, or job losses.

While some YW appreciated the economic security that came from opportunities to work additional hours, approximately half of the participants spoke of having increased workloads and greater demands from employers when the pandemic began. YW spoke of having little to no choice in taking on extra shifts or overtime due to being “ constantly understaffed ” and feeling obligated to work extra hours but not being adequately compensated.

YW_19: “ … so you’re supposed to go for that shift because many people are laid off during COVID, …it changed a lot because you, you get that you are working more hours, you are getting tired, but you don’t have any days off or you don’t have enough time to rest… And then also the business is not that good because even the pay that you are getting is just menial and just little and you’re working so many hours” [Black female].

Not surprisingly, working additional hours or preassigned amount of overtime adversely impacted YW’ MH, resulting in burnout or having to take “ short-term disability because it’s just too much” and “ …I also can’t sleep because I’m so stressed… .” [YW_22 Black Female]

Many participants who were previously working full-time had reductions in their hours or salary, typically with no choice or alternatives provided by their employers, such as a participant who shared that, “we are either to accept either a [salary] cut-off or you could resign . ” Several other YW shared experiences of being suddenly “ like totally jobless” or “ I was literally working on the last day when our manager and was like yeah so we’re not opening tomorrow , so like you guys are being laid off” . For YW who were on student and/or work visas, they faced other unique challenges with continued employment, given national slowdowns on processing work permits during the pandemic, leaving one YW discouraged; “ … So , all these years of coming here , studying , looking for work , it’s all , it’s all in that , like it’s , I don’t have the words , hmm , it’s all jeopardized , … . ” [YW_03 Asian/Latinx Female]

One YW succinctly captured the compounding impacts of these experiences, “ when you get laid off , that’s a crisis and that could be , well first of all that’s a financial crisis and that could be also a mental crisis .” [YW_33 Asian/Latinx Female]

YW additionally associated pre-COVID employment precarity with COVID-era employment insecurity and future employment uncertainties. For example, “… there’s always been a lack of job security I found just in my life . And that like the pandemic really just increased that ” [Focus Group]. With future employment opportunities deemed even more uncertain … “ it’s going to be harder to find a job than it already was . ” [YW_06 White Female]

Further participants raised issues regarding income and income distribution. They noted that it was primarily lower wage earners and ‘essential workers’ in front-line retail and hospitality jobs who had to continue working face-to-face with customers and clients during the height of the pandemic, raising issues of inequity, and not feeling acknowledged for the sacrifices and risk they were taking on.

YW_18: “ I don’t think the government did enough [for minimum wage workers] …. I don’t think they understand enough of how important we are and how little we get rewarded… I’ve always said like I’m a minimum wage worker and I, I like work to my maximum capacity… and I’m given pretty much minimum back, like I’m, I’m given nothing… Um and it feels very unfair.” [Asian/Latinx Female]

Working conditions

Regarding pandemic employment and working conditions, some YW who worked from home appreciated the flexibility and felt a sense of relief and safety as they did not work in direct contact with people. Conversely, those who were mandated to work from home shared challenges with staying on task, and work-life balance “ it’s pretty draining to work exclusively from home and to like have that boundary between home and work life , like so blended .” [YW_05 White Female] Participants further shared that not being able to meet with friends and family in-person, “… depressing being at home all the time…” [YW_03 Asian/Latinx Female] For some young people the compounding challenges of working from home, depression, and anxiety, led to using drugs or alcohol:

YW_05: “ I started working from home in March… . The first few months were great… But I would say within the last four months I’ve been like having major anxiety, low productivity, depression. The switch was wow I have too much freedom, this is not good… I can roll out of bed, and it just didn’t feel good rolling out of bed and just working in pajamas… And then I lost my schedule… And then I started drinking .” [White Female]

Many YW however were in frontline jobs that continued during the height of the pandemic and were put in situations where they were in direct contact with customers/clients leaving them feeling unsafe, for example:

YW_28: “At the start it was very difficult because some customers who didn’t wear masks at all, and they were not following any regulations, … it was very risky to work during that time, but as we have to work, we can’t skip jobs, ….” [Asian/Latinx Female]

In contrast, while less common, some YW did feel supported and heard by their managers who prioritized employee well-being and encouraged taking sick time if needed and vacation.

YW_01: “ I think what makes it positive is my employer really puts the well-being and care and consideration of their employees first and I know that is a rare situation. So, we are encouraged to take vacation, you’re encouraged to still take like sick days if we’re unwell, we’re encouraged to kind of put ourselves first and I feel like when an organization focused first on the well-being of their employees, they perform a lot better.” [White female]

YW in supportive work environments also spoke of opportunities for advancement and stability in their jobs or did not feel productivity pressures, which along with having supportive coworkers, contributed to a positive work experience.

Individual susceptibility

Despite the myriad of challenges experienced during the pandemic, some YW demonstrated strength and positive coping mechanisms to mitigate the numerous stressors and MH challenges they were experiencing. For example, connecting with family and friends in-person or via social media, listening to music, meditation, interacting with pets, being outdoors, or “… travelling or maybe I just go for a walk and maybe cycling , that was really something that was helping me … [YW_26 Black Female] Several YW also spoke about how they had reflected on their experiences, sparking new motivations, there’s so much more that I’m going to do as opposed to being like I’ll do it next time (chuckle) . [YW_17 Indigenous Female] and “through COVID it has made me to even be stronger… that motivation of even working harder and knowing that you have to be ready for anything , … “ . [YW_19 Black Female] Finally, resilience and hope was evident amongst this cohort who are key contributors to future economies.

YW Focus Group : In spite of everything , I still believe that there’s still so much good in the world . We’ve made progress just ever so slightly . But there’s a quote from my favourite anime , Cardcaptor Sakura , that I have always stubbornly held onto . “ 絶対大丈夫だよ , ” which roughly translates to , “everything will definitely be alright . ”

Despite these challenges, the personal values of YW allowed them to take steps towards self-care, healthy boundaries, and valuing themselves to avoid appeasing productivity or employer expectations, preferring “… more like a work to live sort of thing… rather than like a live to work…” [YW_18 Asian/Latinx Female], and,

YW_08 : [Participant did not return to workplace post-COVID] “ I value myself more than I value contributing to a system that’s already broken. Like I value my, I would rather be healthy than and end up being sick and end up in the hospital right back where I shouldn’t have been you know.” [Black Female]

These personal values of YW also guided their approach to work-life balance and choices, within the constraints of current structural environments and economy.

YW_22 : “ It’s more about what you love now more than it was, just making money and providing for a family, because so many of us can’t afford to have families right now in this age because of what’s going on in the world .” [Black Female]

Life course transitions such as moving to a new city for work or university/college after high school graduation, entering the workforce, living on their own, or being independently responsible for earnings, school, and jobs were a complex reality for numerous YW. For newcomers, these times could be particularly taxing:

YW_12: “I have never lived by myself in my life because like I used to live with my family, so like I didn’t know like the coping, … Like how to support yourself… So, it was the biggest challenge for me… like emotionally, financially, so I had to do like, like everything else, … [in home country] I was only focused on my studies.” [Asian/Latinx Male]

Other YW shared frustrations with school-to-work transitions, such as obtaining employment within the field they were trained for after completing university, leaving some YW having to choose to “ do any job” or to incur the costs of pursuing further education.

The COVID-19 pandemic exacerbated the challenges that came with this life stage, especially for participating YW as they were not living with their parents or families and thus often without family resources and nearby support at the time of the interviews.

YW_22: “ And I was also living on my own and going through it all [COVID-Era]… And so I was taking like the bare minimum three courses each semester just so I could get by and not overwhelm myself while, while also working three jobs. … like I’m finished [undergraduate degree] and if I want to continue, I really need to be able to pay for it… Because the last thing I want to do is put myself in debt… Especially when there’s sort of no one else I can rely on…” [Black Female]

Social and health regulatory and benefits system

Given the workplace challenges many YW were experiencing during this era, health benefits and paid sick leave became critical. However, less than half (n = 13; 39.39%) of participants had workplace health benefits and paid sick leave ( Table 1 ) yet felt they had no choice but to work even if sick due to the economic impact, “ … I don’t get [sick pay] , I just lose the hours… you would just work until maybe you are so sick… Yeah , you can just do those hours . ” [YW_24 Black Male] Not only did lack of paid sick time impact YW’ economic security, but it also impacted their MH. It was “ a stressful situation… I was like worried that I wasn’t going to have any sort of income if I was sick… Because if I was sick for a week then that’s a whole week without pay .” [YW_17 Indigenous Female]

With the onset of the pandemic in Manitoba many of these young workers in minimum wage positions were laid off by their employers, with little to no assistance as to how to access government unemployment benefits, as shared by a YW who was newer to Canada.

YW_33 : “ Yeah, so the pandemic hit on March 2020 I guess yeah 2020. And that was March 2020 and then the last day I went to work it was March 14 … and now we were laid off. I didn’t know how EI and all of those programs worked. So, I had to search by myself, ‘cause no one, no one explained it to us, no one told us how to do it. I had to do all the searching .” [Latinx Female]

The Canada Emergency Response Benefit (CERB) in particular was a topic discussed by many YW. They shared that in most cases, these (and other government) benefits were either difficult to secure due to limited availability of online information and support, website navigation issues and application instructions, or eligibility criteria restrictions, such as having a second job. YW also noted that the financial support received from various pandemic-related government benefits was often considerably less than what their income was prior to the pandemic or benefits were given as a one-time payment leading to financial and employment uncertainties.

YW_29: “ My workplace told me, like they sat me down and said, okay you’re going to be on CERB but you’re going to come back in I think it was three or six months … ‘cause we, no one expected COVID to, to go on this long. So, I was expecting to be brought back. And then they called again during I think it was in the summer, somewhere between July and August where they said they were going to extend me on CERB, so then it was another few months until they called me again, I think September/October and they told me that they were uh they had to let me go .” [Asian/Latinx Female]

To summarize, the compounding impacts of the pandemic on the MH of YW is shown in the diagram in Fig 2 . The size of the circles (themes) in Fig 2 reflects how much these different social determinants were discussed during by participants, e.g., larger circles equal greater concerns among YW. This diagram visually shows that Employment Conditions (light green circle) and Working Conditions (dark green circle) had the greatest impact on YW’ MH (red circle) during the pandemic, with Socioeconomic and Political Conditions (dark blue circle), Social and Health Regulatory and Benefits Systems (pink circle), Individual Susceptibility (purple circle), and Social Position (slate blue circle) having slightly less, but still significant influence.

https://doi.org/10.1371/journal.pone.0309720.g002

1. Moving forward: Young workers’ recommendations for action

Following our ‘youth as experts’ approach, recommendations gleaned from this study are those of the YW participants. Table 3 (interview participants) and Fig 1 (focus group graphic recording) present recommendations that address YW’ Pre-COVID realities and COVID-Era challenges. Recommendations in Table 3 are organized according to Frank et al.’s [ 77 ] conceptual framework. While participants presented recommendations that address each component of this conceptual framework, most recommendations focused on improving aspects related to YW’ social position and strengthening social and health regulatory and benefits systems.

https://doi.org/10.1371/journal.pone.0309720.t003

Our study highlights the compounding impacts of structural, employment, and social/community determinants that influenced YW’ lives pre-COVID, which were exacerbated in the COVID-Era and continued to impact their MH and well-being. Furthermore, the arts-based graphical recording of the findings is novel within health and labour-focused research. Since focus group participants could see the key points being raised as the artist was drawing, this helped to engage them in the discussion and participate in the analytic process. Use of arts-based methodology in collaboration with YW aided in reinforcing findings from the individual interviews, and validating final key themes. By using a social determinants of work, health, and well-being framework, this study provides a glimpse of how the compounding impacts of the pandemic affected the ‘whole person’ of participating YW. While qualitative studies exploring the impact of COVID-19 on the work and lives of YW in Australian [ 3 ] and U.K. [ 79 ] exist, to the best of our knowledge, this is the first such qualitative, arts-based study in Canada.

Young workers situated their employment experiences during pre- and COVID-era timeframes within broader social determinants, such as socio-economic structures, the labour market and the economy, similar to limited economic opportunities identified by youth during development of Canada’s Youth Policy [ 14 ]. This demonstrates that Canadian young people are keenly aware of these structural contexts and are articulating how these structures are adversely impacting their employment and health. As noted in Canada’s Youth Policy, the Government of Canada does offer various initiatives to support skills development for youth to obtain the required skills of the rapidly changing labour market [ 80 ]. However, with even greater labour market challenges and instability since the pandemic, it is critical that these programs meet the needs of young people. These challenges could be addressed through implementation of recommendations by YW to support a living wage and address the rising cost of living, and through improved alignment of training with labour market needs as per employment objectives of Canada’s Youth Policy [ 14 ].

Employment and working conditions

Employment and working conditions, two factors that affect inequities in health and well-being [ 77 , 81 ], were some of most impactful determinants on YW MH during the COVID-era, as evident in Fig 2 . For many participants in our study, low wages, along with precarious employment [ 14 ], both before and during the pandemic, was connected with economic insecurity in the present and economic uncertainty for the future, similar to UK minority youth [ 82 ]. Our findings that YW employment experiences and working conditions negatively impacted their MH supports Frank’s [ 77 ] social determinants framework, and similar. For example, the Dahlgren and Whitehead model states, “differences in the physical and psycho-social working environment constitute one of the main determinants of socio-economic inequities in health” (p. 20) [ 81 ]. Working conditions that are present are often tied to both salary and education levels, with more unhealthy working environments existing for workers who have a lower salary and lower education level [ 81 ].

Interestingly, this generation has been advised that post-secondary education is the pathway to better jobs [ 17 ]. However, this did not seem to be the outcome for most (27/33; 81.82%) participants who had or were completing post-secondary education and were employed outside of their area of education, which is in contrast to Dahlgren and Whitehead’s social determinants framework [ 75 ]. To explain, firstly, the high number of participants working in sales and services, including food and trades occupations (25/33; 75.76%) which are typically lower paying could be expected to a certain extent as YW are new to the labour market and early in their careers, or may be continuing their education and working part-time. Nonetheless, while these types of jobs provide employment and work experience opportunities [ 83 ] they also typically lack stability and health benefits, which leaves YW in vulnerable positions. Secondly, these findings may be influenced by other social determinants of health factors such as immigration, race, or Indigenous ancestry [ 84 ], further exacerbating inequities. Similarly, in 2017, the Canadian Expert Panel on Youth Employment identified this concern, noting that some young Canadians such as Indigenous and recent immigrant youth struggle more with finding employment due to structural determinants of health including colonization and discrimination, or to limited community and family connections and resources [ 12 ], similar to some participants in this study. In addition, Raphael et al. further note that “new Canadians are frequently unable to practice their professions due to a myriad of regulations and procedures that bar their participation” (p.42) [ 84 ]. Regardless of the reason, as part of Canada’s Youth Policy objectives regarding employment, the Canadian Government committed to assisting youth to overcome employment barriers and to applying principles of equality, such as Gender-based Analysis Plus (GBA+) to help them reach economic success and further strengthen Canada’s economy [ 80 ] which is required to provide more equitable employment for YW.

There were clear issues emerging from the findings related to job quality and a sense that employment and working conditions are worse for young people since the onset of COVID-19, exacerbated by the absence of paid sick time and health benefits. Previous research has established the relationship between poor working conditions and health outcomes, with implications for long-term conditions, e.g., hypertension and cardiovascular disease, but these conditions are also connected with current social and economic determinants [ 85 ]. Furthermore, job strain, evident in YW’ stories, has been previously identified as a key health-related dimension of the work environment, which “exists when people’s autonomy over their work and their ability to use their skills are low, while the psychological demands placed upon them are high” (p.175) [ 85 ]

The Psychology of Working Theory (PWT) [ 86 ] aligns with our findings and may assist in explaining some of our findings as the PWT purports that work is considered inextricably linked to and inseparable from the worker, including racial identity and cultural background, and “is largely focused on disparities in access to decent work across social contexts and identities” (p. 238) [ 87 ]. According to the ILO definition of decent work there are minimum standards required to adequately function at work; [ 88 ] including 1) physical and psychological safety, 2) adequate access to health care, 3) adequate compensation, 4) adequate free time and rest, and 5) organizational values that support one’s [own and] family values [ 86 ]. It is evident from our study findings that many YW participants were not afforded decent work either before or during COVID-19. This is critical as “performing decent work leads to need satisfaction , work fulfillment , and well-being ”,(p.128) [ 86 ] which all impact MH. Consequently, if young people are not able to participate in decent work it intensifies the difficulties faced by YW pre- pandemic.

As a determinant of health “social exclusion creates a sense of powerlessness, hopelessness and depression that further diminishes the possibilities of inclusion in society” (p. 42) [ 84 ]. Those who are likely to experience social exclusion include Canadians who are BIPOC and newcomers [ 81 , 84 ]. People in these social positions are more likely to be lower wage earners, unemployed and have poorer access to educational, social and health services [ 84 ]. Social position may have played a role in access to education and employment for BIPOC participants in the current study, where slightly more than half (57.00%) of the 28 BIPOC participants had college diplomas or university degrees, and most (82.14%) of these were working in lower wage earning sectors such as sales and service/food or trades. Based on our study findings we contend that YW are amongst those more likely to experience social exclusion, and that the intersecting factors of social position (e.g. ethnicity, gender, age) impacted YW’ employment experiences and compounded adverse mental health as explained in the following paragraphs and depicted in Fig 2 .

According to the World Health Organization (WHO), COVID-19 has accentuated racism, and xenophobia [ 89 ]. Similarly, for Canadian YW in our study, the pandemic exposed and worsened these experiences in the workplace. Similar to minimum wage earning young workers participating in other studies and YW in this study who kept the economy going during the pandemic were often also marginalized, racialized workers [ 51 ], with the combination of precarious employment and the pandemic having disparate effects on them [ 90 ]. For example, most participants who were BIPOC (22/28; 78.57%) were college or university educated. Yet, most (18/22; 81.82%) of these YW were working in sales and service, and hospitality jobs which are lower NOC category occupations and lower paying [ 78 ]. Comparatively, the national rate (48.15%) of 15–24 year-old Canadians who were employed during the pandemic (2021) in these same job categories is almost half of the rate amongst study participants [ 91 ]. This suggests that there may be compounding racial or discriminatory determinants at play for study participants, which was also shared during the interviews. These findings are consistent with other qualitative research [ 82 ] and supports the 1999 ILO call for decent, equitable work for all [ 92 ].

Ageism has also been identified as a social determinant of health and form of discrimination, leading to social and societal divisions [ 93 ], and resulting in poorer health outcomes and inequities [ 77 , 93 ]. This was especially noticeable during the pandemic through “…inadequate protection of… young people’s mental health…” (p. 1333) [ 93 ]. Although not explicitly stated by YW in the current study, we propose that aspects of ageism towards YW were evident in their workplaces during COVID-19 with respect to precarious employment, low wages and lack health benefits, and not feeling valued by employers, a form of institutional ageism [ 94 ]. These factors have been identified in a recent scoping review [ 95 ] and in the 2021 WHO Global Report on Ageism [ 94 ] as evidence of ageism towards younger people, which may exclude them from influence and power [ 94 ]. This also ties to YW’ sentiments of not feeling heard or valued by society and not being included in decisions made by employers that directly affected them during the pandemic and also to social exclusion, a social determinant of health which negatively affects physical and MH and well-being, and can shorten lifespans [ 89 ]. While the intent of this study was not specific to ageism, our findings may contribute to the limited body of literature on the impact of ageism on young people.

In Frank’s [ 77 ] framework of the social determinants of health, gender plays a joint influential role along with age, race, and social class on work and health. For example, women are predominately employed in caregiving or administrative positions, whereas men more commonly occupy management positions [ 96 , 97 ]. Our study findings are in contrast to these norms as 90.00% of male-identifying YW worked in lower paying sales and service/food or trades jobs whereas 68.18% of female-identifying YW worked in that same sector. This is despite the finding that 70.00% of male and 59.09% female YW had college or university degrees which usually leads to working in higher paying job sectors. These findings suggest determinants other than gender that relate to social position may be influencing YW’ opportunities for working in their area of training, which may also negatively affect MH.

The stark generational differences in social values, for example, productivity expectations, YW being unwilling to contribute to a ‘broken system’, and YW’ feelings being undervalued both prior to and during the pandemic, is an important study finding. This suggests an unravelling of the social contract between generations. Recently the social contract was defined as “the partnership between individuals, businesses, civil society and the state to contribute to a system in which there are collective benefits.”[ 98 ] This breakdown of the social contract is leaving young people unable to be the best version of themselves [ 80 ], and to fulfill their potential [ 99 ], yet society depends on this generation of YW to develop and support future economies particularly given the aging population [ 12 ]. This has significant implications for future workforce fulfillment, pensions, and health costs [ 12 ]. Thus it is critical that young people are given space to add their voice [ 100 ], and be afforded the right to be heard and respected, as recommended by YW in this study, to be able to reach their full potential through implantation of leadership and impact objectives in Canada’s Youth Policy [ 80 ], which benefits all Canadians.

Implications for policy and practice

Our study findings have implications for policy and practice, for example, full implementation of, and action on Canada’s Youth Policy [ 80 ] objectives regarding employment, leadership and impact, and mental and physical health would address the compounding impact of the social determinants of health and COVID-19 on YW’ mental health and wellbeing. Employers and staff working in youth-focused organizations and programs such as career and MH counsellors can also ensure YW are made aware of existing programming, and tailor supports based on YW’ recommendations in the findings.

Strengths, limitations and future research

A strength of the study is that we engaged with young people, who are experts in their own experiences, and are best able to provide meaningful recommendations to address their employment and compounding challenges. Also, we collaborated with community organizations within a major city and recruited participants from groups that were ethnically diverse, with most participants identifying as BIPOC—groups who are minoritized on multiple axes of social power—giving them voice. Further, most of the participants lived within this same major city where employment opportunities were similar, allowing for comparison of findings across our sample.

While we aimed to recruit a sex and gender-diverse sample, a limitation of this study was that participants were primarily female and living in a major city in one Canadian province. Thus the findings are not representative of YW who are male, non-binary, or gender diverse, and may not be generalizable across other urban or rural geographic regions in the study province, or other Canadian provinces. Also, the focus group and most of the semi-structured interviews were conducted virtually. This may have influenced what was shared by participants through some noted challenges with respect to having a private meeting space for YW to attend the virtual sessions, poor internet connection, and difficulties with rapport development. However, the virtual interview format added an element of convenience for participants by providing enhanced flexibility to attend sessions, as youth may have irregular schedules due to school and/or work commitments.

It would be beneficial to extend the sample to YW in other parts of Canada to further understand the impact of the pandemic on their work and life experiences, particularly aiming for a more gender-diverse sample. Comparison of YW’ experiences for those who had a high school diploma only versus a college diploma or university degree could further ascertain potential differences due to educational attainment. Furthermore, future research comparing Caucasian and BIPOC YW experiences could assist in better understanding how social position influences employment opportunities and MH outcomes. Exploring the perspectives of other target participants, such as older workers, employers, or mental health professionals, could provide a more holistic understanding of the workplace ecosystem and its impact on mental health during the COVID-19 pandemic [ 101 – 103 ].

Conclusions

Unique findings from this study highlight the perspectives, experiences and challenges of this cohort of YW who reject the ideals of neoliberalism seen through economic insecurity (socioeconomic and political conditions) and precarious employment (employment conditions), and who yearn for social inclusion (social position) and work-life balance (working conditions). It is important that these compounding social determinants are acknowledged and addressed by government, health policymakers, and employers to provide decent work, ensuring a sustainable, mentally healthy Canadian workforce going forward. Furthermore, most of the challenges and pre-existing inequities, including economic insecurity, living and working conditions, and social and community factors were present for YW pre-COVID but were exposed and amplified by the pandemic, resulting in a MH crisis for some YW. This is key, and needs to be addressed, as these adverse MH outcomes may have reached a critical threshold for young people in terms of their capacity to sustain the status quo, yet continue to fully participate in employment, given the post-COVID labour market and economic climate.

Despite YW’ challenging experiences during the pandemic, they demonstrated resilience and maintained an optimistic outlook. These strengths should be tapped into by government and employers, to both engage and empower Canadian YW, working collaboratively with them to address discrimination and improve their employment experiences and MH now and in the future. The recommendations of YW in this study address the compounding challenges they experienced during COVID-19 and provide meaningful policy-level solutions for structural changes, improved living and working conditions, and strengthened social and community support. Thus, it is critical that these recommendations be acted upon and implemented now to ensure stable and supportive futures for Canadian YW, enabling them to successfully share their knowledge and skills, safely participate in the workforce, and develop and support future Canadian economies.

Acknowledgments

The authors sincerely thank all the young workers who shared their perspectives with us. We thank the youth-serving community organizations, Huddle Norwest and Youth Employment Services, who facilitated recruitment. We also acknowledge and thank the graphic artist on this project: Melissa Kendziersk of Drawing Change.

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Exigence Technologies, left to right: Javier Nudler, Sheri Governo, Patty Rosher, with competition judge Chuck LaFlèche, President & CEO, St. Boniface Hospital Foundation.

Asper School entrepreneurs score big at investment competition

Two graduate student teams from the University of Manitoba’s Asper School of Business have achieved excellence at the 2014 Stu Clark Investment Competition by presenting business plans for innovative new technologies developed at the U of M.

Exigence Technologies won the Environmental division in the business plan presentation round, which qualified them to compete in the championship round. They placed third in the idea pitch competition, fourth overall, and ultimately ranked as the top Canadian team.

Exigence presented a business plan for commercializing a treatment for hospital fabrics that completely eliminates bacteria. U of M researcher   Song Liu , from the department of textile science in the Faculty of Human Ecology, developed the technology. The team is now working in close collaboration with Lui and the U of M’s Technology Transfer Office to commercialize the technology and incorporate the company.

The second Asper team, Don’t Be Skiddish, took second place in the Safety & Technology division after a suspenseful tie-breaking round against a team from the University of Louisville. Don’t Be Skiddish presented a business plan for magnetic sensor and Bluetooth technology that prevents truck and trailer wheels from skidding.

“We are very proud of both teams this year,” says Stuart Henrickson, I.H. Asper Executive Director for Entrepreneurship at the Stu Clark Centre for Entrepreneurship. “Both teams exceeded expectations by lining up suppliers, forming manufacturing and operations alliances, developing their customer market, arranging the proper intellectual property, and – most importantly – putting together attractive strategies for potential investors.”

Hosted by the Stu Clark Centre for Entrepreneurship from March 14-15, the Stu Clark Investment Competition is Canada’s premiere business competition, and is judged by senior leaders and executives from a variety of private and public sector organizations. This year, the competition welcomed 16 graduate student teams from across North America – and one from as far away as Thailand – to compete for a grand prize of $20,000 and a berth at the 2014 Global Venture Labs Investment Competition at the University of Texas this May.

2014 Competition Results

 Business Plan Competition

• 1st Place: Disease Diagnostics, LLC – Case Western Reserve University
• 2nd Place: Innoblative Designs Inc. – Northwestern University
• 3rd Place: Systemica Health – University of Louisville
• 4th Place: Exigence Technologies – University of Manitoba

Top Canadian University

• Exigence Technologies – University of Manitoba

Idea Pitch Competition

• 1st Place: Systemica Health – University of Louisville
• 2nd Place: Disease Diagnostics, LLC – Case Western Reserve University
• 3rd Place: Exigence Technologies – University of Manitoba

Logo Competition

• 1st Place: Respira – Johns Hopkins University
• 2nd Place: BreedEx, Co. Ltd. – Thammasat University (Thailand)
• 3rd Place – Datavis, LLC – University of Arkansas

The Stu Clark Centre for Entrepreneurship encourages the development of new businesses and entrepreneurial thinking among Canadians by encouraging them to consider entrepreneurship as their life’s calling. The Centre was launched on April 1, 2008 based on the generous financial support of Asper School alumnus and oil and gas entrepreneur Stu Clark. 

 For over 75 years, the I.H. Asper School of Busines s at the University of Manitoba has been at the forefront of knowledge creation, educating innovative business leaders who contribute ethically to the social and economic well-being of Manitoba, Canada and the world. 

Research at the University of Manitoba is partially supported by funding from the Government of Canada Research Support Fund.

Judy Wilson

Asper School of Business , entrepreneurship , Human Ecology , Research and International , Stu Clark Centre for Entrepreneurship , Students , textile science

The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More

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University of Manitoba

University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

The Asper MBA program is designed to meet the market-driven needs of today’s industry professionals. With one of the most flexible and adaptable programs in Canada, the Asper MBA program is designed to help students build their leadership skills in any field. While personal and professional goals differ, our program provides the opportunity for career transformation in any industry.

Program details

Admission requirements.

• Asper School of Business • Stu Clark Graduate School • Faculty of Graduate Studies

• Master of Business Administration (MBA)

Expected duration

• 1 to 6 years

Program options

• Flexible schedule

The Asper MBA is more than a degree

Stories of career transformation.

"The [Asper] MBA opened new opportunities for me and my career has taken a path I would never have guessed." - Connie Walker [MBA/94], President & CEO, United Way Winnipeg Hear from Connie and other Asper alum on how the MBA program elevated their leadership abilities while supporting career transformation in a variety of industries.

• Watch testimonials (YouTube)

Design your course load

Our MBA program is one of the most versatile in Canada. Our innovative curriculum structure ensures you experience most specialty themes and functional areas through our cross-pollinating elective courses. 

Reduced program core and expanded elective options give you flexibility to tailor your degree to achieve your personal and professional career goals. Focus your studies on any combination of theme or functional concentrations.

Learn from leaders in the field

Through one-on-one mentorship, gain insight about the industry you’re passionate about. Our Executive Mentor Program pairs Asper MBA students with senior level executives.

Online boot camps and workshops develop the skills necessary to succeed in the Asper MBA program and the business world.  

• Asper mentor programs

Experience business

Benefit from our experiential approach to learning. Tackle real issues and develop tangible solutions for businesses in Manitoba and across the globe.

Experiential learning opportunities include international study trips, live industry projects, complex global market simulations and international case competitions. 

Work to your own schedule

Take your MBA during the weekday, evenings and weekends. Attend part-time or full-time, and switch it up if you need to. 

You may qualify for a number of course exemptions, including for courses completed as an occasional student, Asper Executive Education courses, business management or economics courses completed in another program, and some professional designations. 

The Asper Professional Graduate Students' Association (APGSA) enhances the student experience by creating opportunities to form lasting relationships with colleagues and the wider Manitoba business community.

Grow your network, get to know your fellow classmates and faculty while gaining valuable leadership experience by taking part in the Association, or by participating in APGSA special events and initiatives.

International student success

Listen to Asper MBA international student Xiaolong Pan explain why the Asper School of Business was the best choice for him. He talks to IELTS Podcast about the benefits of our Career Development Center in furthering successful Canadian careers for students from around the globe.  

Percent of students employed full-time after graduating

Average salary for all MBA graduates

Average percent salary increase of MBA graduates

Percent of graduates who indicated that the Asper MBA met or exceeded their expectations

The Asper MBA program design will arm you with the skills, knowledge and experience you need to excel in today’s business world. We offer online preparatory courses, business fundamentals and strategy, and foundations for leadership development using experiential learning methods and critical and creative thinking.

Expected duration: 1 to 6 years

Estimated tuition and fees:

*Under the Manitoba-Minnesota Reciprocity Agreement, Minnesota residents may qualify for Canadian tuition fees. **These are estimates. Please refer to Graduate tuition and fees for more details.

Learn more about Asper awards and scholarships for graduate students.

Program core

Our program core consists of 30 credit hours of business fundamentals and strategy, and a foundation in leadership, decision-making methods and contemporary themes that inform decisions in today’s business world.

Sample course offerings

Business foundations.

• GMGT 7200: Critical and Creative Thinking (1.5 credit hours)
• ACC 7010: Accounting Fundamentals (3 credit hours)
• FIN 7000: Managerial Economics (1.5 credit hours)
• FIN 7020: Corporate Finance (3 credit hours)
• GMGT 7220: Managing People in Organizations (3 credit hours)
• OPM 7120: Operations and Supply Chain Management (3 credit hours)
• MKT 7010: Marketing Management (3 credit hours)
• ACC 7020: Managerial Accounting (1.5 credit hours)
• MIS 7120: Management Information Systems (1.5 credit hours)
• GMGT 7210: Strategy (3 credit hours)

The Strategy Capstone Course, to be taken in the last term of the program, provides a holistic perspective on managing an organization or business by integrating all the functional areas and themes explored in the Program Core.

• IDM 7120: Executive Leadership and Responsibilities (3 credit hours)
• IDM 7510: Strategic Leadership and Managing Change (1.5 credit hours)

Business themes

• IDM 7130: Contemporary Themes in Business (1.5 credit hours)

Contemporary Themes in Business focuses on three themes: International and Emerging Markets, Sustainability, and Entrepreneurship and Innovation. These themes also inform the two Leadership courses and the Strategy Capstone Course. Together, they prepare you for the realities of business – and give you a distinct advantage in today’s competitive job market.

For full course descriptions, please visit the  Academic Calendar .

Flexible program options

Complete your 60 credit hours of course work:

• Full Time: 12 months or up to two years
• Part Time: Take up to six years (the average is three)

Flexible course offerings

We offer Asper MBA classes at the following times to fit your schedule:

• Monday to Friday: daytimes and evenings
• Saturday and Sunday: daytimes

Asper Master's Co-op Program

Asper MBA degree students can choose to include a four-month paid full time (420 hours) work term add to their program, in which students gain hands-on experience in a supportive and dynamic leadership environment. Students have the opportunity to apply their academic learning in a real-world context while building a professional network. These placements are made possible by the Asper Career Development Centre’s network of connections within Manitoba and across Canada.

Concentrations and themes

Tailor your MBA to your passion, your experience and the career you want. Focus your studies on two functional areas, two themes, or a combination of area and theme. To earn a concentration or a theme, you will need to complete 12 credit hours in the chosen area (with the exception of the Financial Analyst concentration). Not all elective courses are offered every year, so it may not always be possible to complete a desired concentration if choosing to complete the program over 12 months

Functional concentrations

A functional concentration in finance includes courses such as: Financial Intermediaries and Capital Markets, Investment Policy, International Finance, Portfolio Management, Financial Modeling, Behavioural Finance, Fixed-Income Securities, Alternative Markets and Instruments and Readings in Accounting and Finance (Ethics).

Leadership and organizations

A functional concentration in leadership and organizations includes courses such as: Interpersonal Processes, Negotiations, Business Venture Analysis, Business Analysis and Strategic Development, Business Case Competitions, Leadership for a Global Environment, Strategic Leadership and Sustainability and Managing Innovation.

A functional concentration in marketing includes courses such as: Cultural Brand Management, Digital Marketing, Marketing Innovation, Consumer Insights and Social Change and Sustainability Marketing.

Supply chain management

A functional concentration in supply chain management includes courses such as: Quantitative Analysis, Project Management, Sustainable Lean Management and Business Process Management Using ERP Systems.

Specialized concentration

Financial analyst.

The Asper MBA Financial Analyst specialized concentration prepares you to write all three levels of exams needed to obtain a Chartered Financial Analyst® designation, with a focus on the Level 1 exam.

The Chartered Financial Analyst® Institute sets professional and ethical standards for financial services professionals worldwide. We worked with the CFA Institute to map over 70% of the CFA Program Candidate Body of Knowledge into our concentration.

You will graduate as a highly skilled and sought-after management professional fully versed in, and committed to upholding, the ethical standards and practices of the financial services sector.

All students pursuing this concentration will have to complete 30 credit hours of core MBA courses, as well as 22.5 credit hours of specialized Financial Analyst courses and 7.5-9 credit hours of other electives. At this time, this concentration can only be completed in 20 months or more.

Themed concentrations

International and emerging markets.

Gain the skills and mindset you need to operate a business in international and emerging markets at various levels of economic and social development. This MBA theme shows you how to identify the opportunities, risks, growth potential and challenges you may encounter as businesses evolve in the developing and developed regions of the world.

Sustainability

Explore business from a triple bottom line perspective of People, Planet and Profit. Sustainable development recognizes the interconnectedness of economic prosperity, environmental integrity and social equity, and seeks to balance multiple forms of wellbeing (including financial, ecological and social) for stakeholders such as owners, employees, customers, suppliers, partners, government, society, and future generations.

Entrepreneurship and innovation

Whether your goal is to start a company or innovate in an existing organization, this MBA theme will hone your understanding of value creation and re-creation by exploring creative, innovative and entrepreneurial perspectives and behaviours.

Interdisciplinary concentrations

Health administration.

An interdisciplinary concentration in health administration includes courses such as: Organization and Financing of the Canadian Health Care System (mandatory), Principles of Epidemiology (mandatory), Current Topics in Community Health, Research and Evaluation, Epidemiology of Health Care, Health Policy and Planning, Economic Evaluation of Health Care and Industry Project.

Management of public enterprises

Asper MBA students interested in the interface between private sector business and community/state governance and administration will be interested in this concentration, which is offered in partnership with the Masters of Public Administration program at the University of Manitoba.

Individual interdisciplinary program

Under the Individual Interdisciplinary Program option, students can create their own course package by selecting four courses that are relevant to them from other graduate programs at the University of Manitoba.

The package of courses must have a cohesive management theme and each course must be relevant from a management perspective. The package must be approved by both the host departments and the MBA Program Committee at Asper prior to taking the first course in the package.

Bootcamps and workshops

Our preparatory bootcamps and workshops help you develop the necessary skills to succeed in the Asper MBA program and in the business world.

• Math bootcamp: online number crunching primer.
• Information Technology bootcamp: online course that provides you with the basics of common productivity software packages used in the business world, with particular focus on Excel.
• Career development workshops: opportunity to develop soft skills such as business etiquette, networking, resume-building and behaviour-based interview skills.

Take Asper MBA courses as an occasional student

Find out if the Asper MBA is right for you by taking an Asper MBA course as an occasional student. Earn up to 12 credit hours of exemptions from MBA core and elective courses when you decide to formally apply to the Asper MBA. That’s 12 credit hours toward your MBA degree, before you even commit to the program. 

Learn more about studying in Asper as an occasional student

As an occasional student applicant, you do not need to submit your resume, references, nor a GMAT score – you must only complete your online application  to occasional studies and submit past academic transcripts (you must hold a university degree to apply as an occasional student).

You will have one academic year of occasional student status from the time you start. Occasional student status expires August 31 each year and must be reapplied for in each new academic year within which you wish to have occasional status.

• The courses that are available to Occasional Students are:
• GMGT 7200 Critical and Creative Thinking
• GMGT 7220 Managing People in Organizations
• IDM 7510 Leadership and Change
• MKT 7010 Marketing Management
• IDM 7130 Contemporary Themes in Business
• OPM 7120 Operations and Supply Chain Management
• and a limited few Asper School MBA electives (that either don’t have a prerequisite or for which you took the core course first).

To get credit for occasional studies courses in the MBA, you must start the MBA no later than 5 years from when you took the first occasional studies course (to get credit for them all).

Only occasional studies courses with grades of C+ or higher qualify for exemptions. Occasional studies courses taken prior to admission to the MBA program will not count toward the MBA degree GPA. International students interested in taking a course as an OS will be part-time students and will not be in a degree program and must thus be familiar with all IRCC regulations surrounding their status in Canada as an occasional student.

Please also note that if you decide to start as an occasional student and later apply for the MBA program proper, that will be a new and separate application and a new $100 application fee. Also, the tuition fees for occasional student courses are the same per course as for MBA students.

Learn more about occasional student admission requirements

To qualify for admission to the Master of Business Administration program, you must have a minimum of:

• A three-year bachelor's degree with a minimum GPA of 3.0* (on a 4.5 scale) in the last 60 credit hours or 2 years of study (GPA of minimum 2.5 may be considered in some circumstances) * International student GPA calculation
• Two years of full-time work experience is typically required.
• Minimum GMAT or GMAT Focus Edition (or equivalent GRE) score of 550 (See below for GMAT exemption qualifications)
• AEPUCE:  85% if entering AEPUCE with an IELTS of 6.0
• IELTS: 7.0, with no band less than 6.0
• PTE Academic: 65
• TOEFL- iBT: 100, with a score of 20 in each of reading, writing, listening and speaking

A GMAT score is valid for five years, while the English language test scores are valid for two years.

Meeting these requirements does not guarantee acceptance into the program.

In addition to the admission requirements described here, all applicants must meet the minimum admission and English language proficiency requirements of the Faculty of Graduate Studies .

Each year, the program admits a small number of highly experienced and gifted individuals who do not hold a baccalaureate degree or whose GPA falls below 2.5. These individuals have significant professional background and a strong GMAT score. Preference in filling these limited spaces is given to local applicants.

GMAT exemption based on GPA

High GPA applicants may be eligible for entry via an alternative assessment process.

If you have an admission GPA of 3.3 or above (based on a 4.5 scale, in the last 60 credit hours or two years of study), you may consider this alternative assessment path.

You will be invited to complete a recorded, computer-based assessment that will test your verbal communication, reasoning, logic, and quantitative skills. A reliable internet connection and video camera are required. You will receive further details and a timeline via email after submitting your application.

The assessment consists of five separately timed tasks (questions), two of which test your ability to reason and solve problems with quantitative methods. The assessment takes 30 minutes to complete, and you must complete all questions in one sitting.

Many applicants find it helpful to study in more depth for the quantitative reasoning component. You can refer to the  GMAT Exam Content  to help prepare for the quantitative section of the Alternative Assessment. The sample questions listed there will give you a sense of the types of questions we will ask.

Additional study resources are below. Since the Alternative Assessment questions are timed, you may also want to practice answering questions under time pressure. 

• GMAT prep resources
• Kaplan Foundations of GMAT Math Workshop 

*If you already have a GMAT score of 550 or higher, you can submit your results to be exempted from this process. Please note that eligibility to take the GMAT Alternative Assessment is solely based on a minimum admission GPA of 3.3 or above.

GMAT exemption for CPA, CFA, and P.Eng. designation

MBA applicants who hold the CPA designation (CPA Canada), the CFA designation, or the Canadian-based P.Eng. designation, are in good standing with their professional body, and have been practicing in their respective field for the past two years or longer would be exempt from the GMAT/GRE requirement.  

GMAT exemptions for Asper Bachelor of Commerce graduates

MBA applicants with a degree GPA of 3.5 or higher who have graduated from the University of Manitoba with a Bachelor of Commerce in the last 5 years would be exempt from the GMAT/GRE requirement.

GMAT exemption for University of Manitoba graduates

• MBA applicants with a degree GPA of 3.5 or higher who have graduated from the University of Manitoba with a B.Sc . in the last 5 years and have a grade of B+ or higher in Math 1230, 1500, 1501, 1510, 1520 or 1690 or another course in calculus with permission of the Asper School of Business MBA Admissions Committee and a grade of B+ or higher in Statistics 1000, 1001 or 1150 or another course in statistics with permission of the Asper School of Business MBA Admissions Committee would be exempt from the GMAT/GRE requirement.
• MBA applicants with a degree GPA of 3.5 or higher who have graduated from the University of Manitoba with a B.Eng . in the last 5 years and have a grade of B+ or higher in ENG 3000 and a grade of B+ or higher in Math 1230, 1500, 1501, 1510, 1520 or 1690 or another course in calculus with permission of the Asper School of Business MBA Admissions Committee and a grade of B+ or higher in Statistics 1000, 1001 or 1150 or another course in statistics with permission of the Asper School of Business MBA Admissions Committee would be exempt from the GMAT/GRE requirement
• MBA applicants with a degree GPA of 3.5 or higher who have graduated from the University of Manitoba with a B.A. in the last five years and have a grade of B+ or higher in two of ECON 2010, 2030, 3010, 3020 and have a grade of B+ or higher in Math 1230, 1500, 1501, 1510, 1520 or 1690 or another course in calculus with permission of the Asper School of Business MBA Admissions Committee and a grade of B+ or higher in Statistics 1000, 1001 or 1150 or another course in statistics with permission of the Asper School of Business MBA Admissions Committee would be exempt from the GMAT/GRE requirement.

How to apply

The MBA program accepts, reviews and processes applications on a rolling basis throughout the year, for two entry points – Fall (August) and Winter (January). All applicants, but especially international students, are encouraged to apply months in advance of the deadline date. Applying early will lead to an early admission decision and will allow the time required to apply for and secure student permits and student visas. Applications are submitted online and must include the following before they will be reviewed by the admissions committee:

• Application fee (non-refundable)
• Uploaded copies of transcripts from all post-secondary institutions attended
• Names and emails of two individuals whom you have worked for professionally (they will be contacted directly to complete a provided reference questionnaire about you)
• GMAT/GRE score report 
• Proof of English language proficiency , if required
• FIPPA for Agents form

Download the Asper MBA application checklist

Please read the  Faculty of Graduate Studies online application instructions  before beginning your application.

GMAT and GRE resources

The Graduate Management Admission Test (GMAT) and Graduate Record Examinations (GRE) are standardized tests used to demonstrate academic qualification for graduate programs. Applicants to the Asper MBA must provide one of these test scores as part of the admissions process.

• GMAT prep course
• Register for GMAT
• GRE prep course  
• Register for GRE  

A history of business excellence

Established in 1968 and accredited by AACSB in 1999, the Asper MBA maintains a tradition of quality instruction and mentorship in business fundamentals, decision-making methods and essential leadership strategies. In 2019, esteemed Asper School of Business alumnus and entrepreneur, Stu Clark, donated $10 million to the Asper School of Business to establish the Stu Clark Graduate School.

Application deadlines

Applications are reviewed on a committee basis . The Admissions committee for Architecture reviews applications in March.

Applications open up to 18 months prior to start term.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated.

Start or continue your application

Applications are reviewed on a committee basis . The Admissions committee for City Planning reviews applications in March.

Winter applications are accepted on a case-by-case basis.

Applications are reviewed on a committee basis . The Admissions committee for Design and Planning reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Interior Design reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Landscape Architecture reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Anthropology reviews applications in March/April.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applications open September 1 of year prior to start term.

Applications open   up to 18 months prior  to start term.

Applications are reviewed on a  committee basis . The Admissions committee for History reviews applications in February.

Applications are reviewed on a  rolling basis .

Applications open July 1 of year prior to start term.

Applications are reviewed on a  Committee basis . The Committee for German and Slavic Studies reviews applications in February/March.

Applications are reviewed on a rolling basis .

Applications are reviewed on a committee basis . The Admissions committee for Management reviews applications in February / March.

Applications are reviewed on a committee basis . The Admissions committee for Physical Therapy reviews applications in April / May.

Applications open  August 1 of the year prior to start term.

Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.

Applications are reviewed on a committee basis . The Admissions committee for Orthodontics reviews applications in August/September and holds interviews in September/October.

Program currently undergoing review, applications will not be opening at this time.

Select Preventive Dental Science in the Program drop-down on the application form.

Applications are reviewed on a  committee basis . The Admissions committee for Educational Administration, Foundations and Psychology reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Education reviews applications in February / March.

Applications are reviewed after the deadline, with decisions issued in March - April.

Currently not accepting applications to this program.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. Applications received by the March 1 deadline for a September start-date will receive first consideration for any available funding. Late applications will be considered on a case-by-case basis for any available funding, please contact the department for further information.

Applications are reviewed on a  committee basis . The Admissions committee for Human Rights reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Law reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing (MN) reviews applications in April / May.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing PhD reviews applications in February / March.

Applications are reviewed on a  committee basis . The Admissions committee reviews applications as per the timelines noted below each table.

Winter applications reviewed in October Summer applications reviewed in February Fall applications reviewed in June

Winter applications reviewed in June Summer applications reviewed in October Fall applications reviewed in February

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. This includes having the support of a faculty supervisor before you apply.

Applications are reviewed on a  committee basis . The Admissions committee for Natural Resources Management reviews applications in March - June.

After the annual application deadline (see below), applications are reviewed on a committee basis by the Faculty of Social Work internal admissions committee. Once this process is complete, decisions are sent to all applicants in March / April. 

Applications open  July 1 of year prior to start term.

Applications are reviewed on a  committee basis . The Admissions committee for Social Work reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Music reviews Fall term applications in December / January, and Winter term applications in July.

Applications are reviewed on a committee basis . The Admissions committee for Occupational Therapy reviews applications in May / June.

Master of Occupational Therapy regular program  applications open September 15 of the year prior to deadline .

Master of Occupational Therapy accelerated program  applications open October 1  of the year prior to deadline .

The name of your confirmed supervisor is required at the time of application. To identify a prospective thesis research supervisor on your application, please  contact Immunology Faculty members .

Applications are reviewed on a  committee basis . The Admissions committee for Community Health Sciences reviews applications in March / April.

Canadian, US and International applicants

The name of your preferred supervisor is required at time of application.

Applications are reviewed on a  committee basis . Students selected for in-person interview will be notified in February.

Applications are reviewed on a  committee basis . The Admissions committee for Physician Assistant Studies reviews applications in April.

Offers of admission will be released to successful applicants on May 17, 2024 from the University of Manitoba Master of Physician Assistant Studies, the same day as the University of Toronto BScPA Program and McMaster University Physician Assistant Education Program. The three institutions are pleased to provide applicants their offers on the same day to help with the decision-making process.

Applications are reviewed on a  committee basis . The Admissions committee for Pharmacology and Therapeutics reviews applications one month after the application deadline.

Applications for Pathology MSc are reviewed on a  rolling basis .

Applications for Pathologist Assistant are reviewed on a  committee basis . The Admissions committee for Pathologist Assistant reviews applications in April / May. 

The Pathologist Assistant program only admits Canadian and US students every two years. The next intake is tentatively scheduled for Fall 2026.

Canadian and US applicants

International applicants

Applications are reviewed on a  committee basis . The Admissions committee for Statistics reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Biological Sciences reviews applications one month after deadline.

Applications are reviewed on a committee basis . The Admissions committee for Indigenous Studies reviews applications in February and June.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. For those who wish to be considered for scholarships, applications must be received by January 15 of the year in which you're seeking admission.

Applications are reviewed on a committee basis . The Admissions Committee for Applied Human Nutrition reviews applications in February.

Les demandes d’admission sont évaluées par un comité . Le comité d’admission évalu les demandes durant les mois de Mars et Avril.  

Les demandes peut être surmise jusqu’à concurrence de 18 mois avant le début de premier trimestre.

Toute demande d’admission en ligne doit être déposée, avec documents à l’appui, au plus tard aux dates indiquées.

Soumettre ou continuer votre application

Academic calendar

Explore program requirements and detailed descriptions for required and elective courses throughout the MBA.

Tuition and fees

Learn about the tuition and fee requirements associated with graduate studies at UM.

Graduate Student Resources

We offer a range of resources for students pursuing an Asper MBA degree within the Stu Clark Graduate School. Find textbook, year at a glance and course descriptions and more here.

Stu Clark Centre for Entrepreneurship

We support student entrepreneurship by being partners in education, driving entrepreneurial awareness and connecting students to the larger entrepreneurial ecosystem.

Asper Career Development Centre

We provide students and alumni with career management skills needed to confidently embark on career exploration and long term career management.

Opportunities for Indigenous graduate students

Fellowships opportunities are available to self-funded Indigenous graduate students who are members of the Indigenous Business Education Partners (IBEP).

Sign up for an info session

Explore the Asper School of Business

Taking our place among leading business schools we are committed to transforming research and scholarship, building a community that creates an outstanding learning environment, forging connections to foster high impact community engagement, and inspiring minds through innovative and quality teaching and learning.

• Stu Clark Centre of Entrepreneurship
• Career Development Centre
• Asper faculty and staff
• Indigenous Business Education Partners

Explore the Faculty of Graduate Studies

Discovery happens here. Join the graduate students and researchers who come here from every corner of the world. They are drawn to the University of Manitoba because it offers the opportunity to do transformational research.

• Funding, awards and financial aid
• Graduate student experience

Keep exploring

Discover more programs

With over 140 graduate programs across multiple faculties, schools and colleges, the University of Manitoba offers more learning, teaching and research opportunities than any other post-secondary institution in the province.

• Bachelor of Commerce (BComm)
• Concurrent JD/MBA
• Master of Science in Management (MSc)
• Master of Arts in Economics (MA)
• Agribusiness and agricultural economics (MSc)
• PhD in Management
• Master of Supply Chain Management and Logistics (MSCM)

Join the students and researchers who come here from every corner of the world.

What it's like to be a UM student

Be adventurous, challenge yourself and make a difference.

Opportunities for Indigenous students

Experience a world-class education in the heart of Canada.

Why international students study with us

We offer state of the art facilities with 140 years of history.

Admission and application inquiries

Faculty of Graduate Studies Room 500 UMSU University Centre 65 Chancellors Circle University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 2N2 Canada

[email protected] Phone: 204-474-9377

Monday to Friday 8:30 a.m. to 4:30 p.m.

Program inquiries

Stu Clark Graduate School Asper School of Business Room 360, Drake Centre 181 Freedman Crescent University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 5V4 Phone:  204-474-9847 Send us a question