Science and technology statistics

Science and technology Statistics

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Bringing together data, tools and reports to provide you with the latest information on science and technology in Canada.

Sustainable Development Goals

Sustainable Development Goals

Browse Canada's statistics for the United Nations' Sustainable Development Goals.

Science and innovation

Canada's Science Vision

Learn about scientific research on health, the environment and space, and access programs and services that support business innovation at Science and innovation from the Government of Canada.

Characteristics of research and development in Canadian industry

Characteristics of research and development in Canadian industry

This interactive data visualization dashboard, Characteristics of research and development in Canadian industry, provides a comprehensive picture of research and development (R&D) activities in Canadian industry. Users will find extensive coverage of characteristics on R&D activities in Canadian industry.

Why are we conducting this survey?

The purpose of this survey is to collect reliable and timely information on special crops. Results from this survey are used to:

  • validate crop production such as farm stock and marketing data, and
  • calculate the contribution of the special crops sector to the Canadian economy.

The Canadian Special Crops Association, Pulse Canada and federal and provincial governments, such as Agriculture and Agri-Food Canada use this information for establishing programs and policies.

Your information may also be used by Statistics Canada for other statistical and research purposes.

Your participation in this survey is required under the authority of the Statistics Act.

Other important information

Authorization to collect this information

Data are collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19.

Confidentiality

By law, Statistics Canada is prohibited from releasing any information it collects that could identify any person, business, or organization, unless consent has been given by the respondent, or as permitted by the Statistics Act. Statistics Canada will use the information from this survey for statistical purposes only.

Record linkages

To enhance the data from this survey and to reduce the reporting burden, Statistics Canada may combine the acquired data with information from other surveys or from administrative sources.

Data-sharing agreements

To reduce respondent burden, Statistics Canada has entered into data-sharing agreements with provincial and territorial statistical agencies and other government organizations, which have agreed to keep the data confidential and use them only for statistical purposes. Statistics Canada will only share data from this survey with those organizations that have demonstrated a requirement to use the data.

Section 11 of the Statistics Act provides for the sharing of information with provincial and territorial statistical agencies that meet certain conditions. These agencies must have the legislative authority to collect the same information, on a mandatory basis, and the legislation must provide substantially the same provisions for confidentiality and penalties for disclosure of confidential information as the Statistics Act. Because these agencies have the legal authority to compel businesses to provide the same information, consent is not requested and businesses may not object to the sharing of the data.

For this survey, there are Section 11 agreements with the provincial statistical agencies of Newfoundland and Labrador, Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Saskatchewan, Alberta and British Columbia. The shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province.

Business or organization and contact information

1. Verify or provide the business or organization's legal and operating name and correct where needed.

Note: Legal name modifications should only be done to correct a spelling error or typo.

Note: Press the help button (?) for additional information.

Legal Name

The legal name is one recognized by law, thus it is the name liable for pursuit or for debts incurred by the business or organization. In the case of a corporation, it is the legal name as fixed by its charter or the statute by which the corporation was created.

Modifications to the legal name should only be done to correct a spelling error or typo.

To indicate a legal name of another legal entity you should instead indicate it in question 3 by selecting 'Not currently operational' and then choosing the applicable reason and providing the legal name of this other entity along with any other requested information.

Operating Name

The operating name is a name the business or organization is commonly known as if different from its legal name. The operating name is synonymous with trade name.

  • Legal name
  • Operating name (if applicable)

2. Verify or provide the contact information of the designated business or organization contact person for this questionnaire and correct where needed.

Note: The designated contact person is the person who should receive this questionnaire. The designated contact person may not always be the one who actually completes the questionnaire.

  • First name
  • Last name
  • Title
  • Preferred language of communication
    • English
    • French
  • Mailing address (number and street)
  • City
  • Province, territory or state
  • Postal code or ZIP code
  • Country
    • Canada
    • United States
  • Email address
  • Telephone number (including area code)
  • Extension number (if applicable)
    The maximum number of characters is 10.
  • Fax number (including area code)

3. Verify or provide the current operational status of the business or organization identified by the legal and operating name above.

  • Operational
  • Not currently operational
    Why is this business or organization not currently operational?
    • Seasonal operations
      • When did this business or organization close for the season?
        • Date
      • When does this business or organization expect to resume operations?
        • Date
    • Ceased operations
      • When did this business or organization cease operations?
        • Date
      • Why did this business or organization cease operations?
        • Bankruptcy
        • Liquidation
        • Dissolution
        • Other - Specify the other reasons for ceased operations
    • Sold operations
      • When was this business or organization sold?
        • Date
      • What is the legal name of the buyer?
    • Amalgamated with other businesses or organizations
      • When did this business or organization amalgamate?
        • Date
      • What is the legal name of the resulting or continuing business or organization?
      • What are the legal names of the other amalgamated businesses or organizations?
    • Temporarily inactive but will re-open
      • When did this business or organization become temporarily inactive?
        • Date
      • When does this business or organization expect to resume operations?
        • Date
      • Why is this business or organization temporarily inactive?
    • No longer operating due to other reasons
      • When did this business or organization cease operations?
        • Date
      • Why did this business or organization cease operations?

4. Verify or provide the current main activity of the business or organization identified by the legal and operating name above.

Note: The described activity was assigned using the North American Industry Classification System (NAICS).

Note: Press the help button (?) for additional information, including a detailed description of this activity complete with example activities and any applicable exclusions.

This question verifies the business or organization's current main activity as classified by the North American Industry Classification System (NAICS). The North American Industry Classification System (NAICS) is an industry classification system developed by the statistical agencies of Canada, Mexico and the United States. Created against the background of the North American Free Trade Agreement, it is designed to provide common definitions of the industrial structure of the three countries and a common statistical framework to facilitate the analysis of the three economies. NAICS is based on supply-side or production-oriented principles, to ensure that industrial data, classified to NAICS , are suitable for the analysis of production-related issues such as industrial performance.

The target entity for which NAICS is designed are businesses and other organizations engaged in the production of goods and services. They include farms, incorporated and unincorporated businesses and government business enterprises. They also include government institutions and agencies engaged in the production of marketed and non-marketed services, as well as organizations such as professional associations and unions and charitable or non-profit organizations and the employees of households.

The associated NAICS should reflect those activities conducted by the business or organizational units targeted by this questionnaire only, as identified in the 'Answering this questionnaire' section and which can be identified by the specified legal and operating name. The main activity is the activity which most defines the targeted business or organization's main purpose or reason for existence. For a business or organization that is for-profit, it is normally the activity that generates the majority of the revenue for the entity.

The NAICS classification contains a limited number of activity classifications; the associated classification might be applicable for this business or organization even if it is not exactly how you would describe this business or organization's main activity.

Please note that any modifications to the main activity through your response to this question might not necessarily be reflected prior to the transmitting of subsequent questionnaires and as a result they may not contain this updated information.

The following is the detailed description including any applicable examples or exclusions for the classification currently associated with this business or organization.

Description and examples

  • This is the current main activity
  • This is not the current main activity

Provide a brief but precise description of this business or organization's main activity

e.g., breakfast cereal manufacturing, shoe store, software development

Main activity

5. You indicated that is not the current main activity.

Was this business or organization's main activity ever classified as: ?

  • Yes
    When did the main activity change?
    • Date
  • No

6. Search and select the industry classification code that best corresponds to this business or organization's main activity.

How to search:

  • if desired, you can filter the search results by first selecting this business or organization's activity sector
  • enter keywords or a brief description that best describes this business or organization main activity
  • press the Search button to search the database for an activity that best matches the keywords or description you provided
  • then select an activity from the list.

Select this business or organization's activity sector (optional)

  • Farming or logging operation
  • Construction company or general contractor
  • Manufacturer
  • Wholesaler
  • Retailer
  • Provider of passenger or freight transportation
  • Provider of investment, savings or insurance products
  • Real estate agency, real estate brokerage or leasing company
  • Provider of professional, scientific or technical services
  • Provider of health care or social services
  • Restaurant, bar, hotel, motel or other lodging establishment
  • Other sector

7. You have indicated that the current main activity of this business or organization is:

Main activity

Are there any other activities that contribute significantly (at least 10%) to this business or organization's revenue?

  • Yes, there are other activities
    Provide a brief but precise description of this business or organization's secondary activity
    • e.g., breakfast cereal manufacturing, shoe store, software development
  • No, that is the only significant activity

8. Approximately what percentage of this business or organization's revenue is generated by each of the following activities?

When precise figures are not available, provide your best estimates.

Approximately what percentage of this business or organization's revenue is generated by each of the following activities?
  Percentage of revenue
Main activity  
Secondary activity  
All other activities  
Total percentage  

Physical stocks of special crops

1. On the reference date , which of the following special crops were held as physical stocks in your facilities?

Include only stocks held in Canadian facilities such as elevators, cleaning plants, and stocks in-transit.
Exclude stocks held on farms or outside Canada.

Select all that apply.

  • Canary seed
  • Chickpeas
  • Dry field peas
    • Include feed peas.
  • Lentils
  • Mustard seed
  • Sunflower seed
    • Include sunola and other dwarf varieties.
  • No physical stocks of these special crops on the reference date

2. On the reference date, please indicate the physical stocks in metric tonnes for the following special crops.

Include only stocks held in Canadian facilities such as elevators, cleaning plants, and stocks in-transit.
Exclude stocks held on farms or outside Canada.

On the reference date, please indicate the physical stocks in metric tonnes for the following special crops.
  Metric tonnes
Canary seed  
a. Owned by this company  
b. Held for farmers  
c. Held for other companies  
Chickpeas  
d. Owned by this company  
e. Held for farmers  
f. Held for other companies  
Dry field peas  
g. Owned by this company  
h. Held for farmers  
i. Held for other companies  
Lentils  
j. Owned by this company  
k. Held for farmers  
l. Held for other companies  
Mustard seed  
m. Owned by this company  
n. Held for farmers  
o. Held for other companies  
Sunflower seed  
p. Owned by this company  
q. Held for farmers  
r. Held for other companies  

Changes or events

1. Indicate any changes or events that affected the reported values for this business or organization, compared with the last reporting period.

Select all that apply.

  • Strike or lock-out
  • Exchange rate impact
  • Price changes in goods or services sold
  • Contracting out
  • Organizational change
  • Price changes in labour or raw materials
  • Natural disaster
  • Recession
  • Change in product line
  • Sold business or business units
  • Expansion
  • New or lost contract
  • Plant closures
  • Acquisition of business or business units
  • Other
    Specify the other changes or events:
  • No changes or events

Contact person

1. Statistics Canada may need to contact the person who completed this questionnaire for further information.

Is the provided given names and the provided family name the best person to contact?

  • Yes
  • No

Who is the best person to contact about this questionnaire?

  • First name:
  • Last name:
  • Title:
  • Email address:
  • Telephone number (including area code):
  • Extension number (if applicable):
    The maximum number of characters is 5.
  • Fax number (including area code):

Feedback

1. How long did it take to complete this questionnaire?

Include the time spent gathering the necessary information.

  • Hours:
  • Minutes:

2. Do you have any comments about this questionnaire?

Retail Commodity Survey - CVs for Total Sales (second quarter 2019)

Retail Commodity Survey - CVs for Total Sales (second quarter 2019)
Table summary
This table displays the results of Retail Commodity Survey - CVs for Total Sales (second quarter 2019). The information is grouped by NAPCS-CANADA (appearing as row headers), and Quarter (appearing as column headers).
NAPCS-CANADA Quarter
2018Q2 2018Q3 2018Q4 2019Q1 2019Q2
Total commodities, retail trade commissions and miscellaneous services 0.58 0.48 0.48 0.02 0.63
Retail Services (except commissions) [561] 0.59 0.48 0.48 0.02 0.62
Food at retail [56111] 1.20 0.84 0.79 0.88 0.88
Soft drinks and alcoholic beverages, at retail [56112] 0.62 0.54 0.44 0.58 0.65
Cannabis products, at retail [56113] .. .. 0.00 0.00 0.00
Clothing at retail [56121] 0.70 0.69 0.64 0.00 0.67
Footwear at retail [56122] 1.18 1.31 1.28 0.00 1.15
Jewellery and watches, luggage and briefcases, at retail [56123] 1.35 1.52 1.27 1.51 1.43
Home furniture, furnishings, housewares, appliances and electronics, at retail [56131] 0.60 0.66 0.55 0.74 0.71
Sporting and leisure products (except publications, audio and video recordings, and game software), at retail [56141] .. .. 2.26 2.44 2.17
Publications at retail [56142] 6.53 5.30 4.86 5.18 7.07
Audio and video recordings, and game software, at retail [56143] .. .. 3.04 4.30 1.87
Motor vehicles at retail [56151] 1.10 1.32 1.34 2.14 2.08
Recreational vehicles at retail [56152] 2.33 2.67 3.99 3.88 2.42
Motor vehicle parts, accessories and supplies, at retail [56153] 1.11 1.03 1.06 1.66 1.26
Automotive and household fuels, at retail [56161] 1.81 1.64 2.03 1.84 1.79
Home health products at retail [56171] 6.44 4.28 4.64 2.96 3.62
Infant care, personal and beauty products, at retail [56172] 2.21 2.24 2.38 2.67 2.69
Hardware, tools, renovation and lawn and garden products, at retail [56181] 1.52 1.38 1.30 1.41 1.57
Miscellaneous products at retail [56191] 2.63 2.06 2.15 2.04 2.30
Total retail trade commissions and miscellaneous servicesFootnote 1 1.51 1.47 1.72 1.65 1.48

Footnotes

..

not available for a specific reference period

..

Footnote 1

Comprises the following North American Product Classification System (NAPCS): 51411, 51412, 53112, 56211, 57111, 58111, 58121, 58122, 58131, 58141, 72332, 833111, 841, 85131 and 851511.

Return to footnote 1 referrer

Retail Commodity Survey: CVs for Total Sales (July 2019)

Retail Commodity Survey: CVs for Total Sales (July 2019)
Table summary
This table displays the results of Retail Commodity Survey: CVs for Total Sales (July 2019). The information is grouped by NAPCS-CANADA (appearing as row headers), and Month (appearing as column headers).
NAPCS-CANADA Month
201904 201905 201906 201907
Total commodities, retail trade commissions and miscellaneous services 0.62 0.70 0.60 0.72
Retail Services (except commissions) [561] 0.62 0.69 0.59 0.72
Food at retail [56111] 0.86 0.82 1.02 1.04
Soft drinks and alcoholic beverages, at retail [56112] 0.77 0.65 0.62 0.48
Cannabis products, at retail [56113] 0.00 0.00 0.00 0.00
Clothing at retail [56121] 0.86 0.70 0.81 0.74
Footwear at retail [56122] 1.44 1.32 1.16 1.50
Jewellery and watches, luggage and briefcases, at retail [56123] 1.48 2.77 1.41 1.71
Home furniture, furnishings, housewares, appliances and electronics, at retail [56131] 0.76 0.76 0.70 0.60
Sporting and leisure products (except publications, audio and video recordings, and game software), at retail [56141] 2.63 2.34 2.11 2.84
Publications at retail [56142] 6.49 6.67 7.52 7.10
Audio and video recordings, and game software, at retail [56143] 1.56 1.80 1.97 1.98
Motor vehicles at retail [56151] 1.85 2.21 1.96 2.64
Recreational vehicles at retail [56152] 3.61 3.32 3.40 2.50
Motor vehicle parts, accessories and supplies, at retail [56153] 1.42 1.53 1.42 1.64
Automotive and household fuels, at retail [56161] 2.14 1.93 1.79 1.89
Home health products at retail [56171] 3.85 3.52 3.55 2.90
Infant care, personal and beauty products, at retail [56172] 2.70 2.65 2.61 2.49
Hardware, tools, renovation and lawn and garden products, at retail [56181] 1.50 1.55 1.75 1.67
Miscellaneous products at retail [56191] 2.02 2.78 2.30 2.29
Total retail trade commissions and miscellaneous servicesFootnote 1 1.52 1.53 1.66 1.83

Footnotes

Footnote 1

Comprises the following North American Product Classification System (NAPCS): 51411, 51412, 53112, 56211, 57111, 58111, 58121, 58122, 58131, 58141, 72332, 833111, 841, 85131 and 851511.

Return to footnote 1 referrer

Administrative data sources in the production of official statistics – Society and community

Cannabis

Cannabis production, distribution, consumption and pricing

Statistics Canada uses the following cannabis production, distribution, consumption and pricing data:

  • business characteristics (e.g., the creation of a company)
  • address and location
  • price index
  • farm product prices
  • taxation.

Statistical programs using these data for statistical and research purposes only:

Personal information is not included in these data.

Administrative data sources in the production of official statistics – International trade

Merchandise imports and exports

International merchandise trade

Statistics Canada uses the following international merchandise trade data:

  • classification, value and quantity of merchandise traded
  • place of origin, export or destination
  • port, province and mode of transport.

Statistical programs using these data for statistical and research purposes only:

Personal information is not included in these data.

Data literacy competencies

Data literacy competencies are the knowledge and skills you need to effectively work with data.

Data analysis
The knowledge and skills required to ask and answer a range of questions by analyzing data including developing an analytical plan; selecting and using appropriate statistical techniques and tools; and interpreting, evaluating and comparing results with other findings.
Data awareness
The knowledge required to know what data is and what are different types of data. This includes understanding the use of data concepts and definitions.
Data cleaning
The knowledge and skills to determine if data are 'clean' and use the best method and tools to take necessary actions to resolve any problems to ensure data are in a suitable form for analysis.
Data discovery
The knowledge and skills to search, identify, locate and access data from a range of sources related to the needs of an organization.
Data ethics
The knowledge that allows a person to acquire, use, interpret and share data in an ethical manner including recognizing legal and ethical issues (e.g., biases, privacy).
Data exploration
The knowledge and skills required to use a range of methods and tools to learn what is in the data. The methods include: summary statistics; frequency tables; outlier detection; and visualization to explore patterns and relationships in the data.
Data gathering
The knowledge and skills to gather data in simple and more complex forms to support the gatherer's needs. This could involve the planning, development and execution of surveys or gathering data from other sources such as administrative data, satellite or social media data.
Data interpretation
The knowledge and skills required to read and understand tables, charts and graphs and identify points of interest. Interpretation of data also involves synthesizing information from related sources.
Data management and organization
The knowledge and skills required to navigate internal and external systems to locate, access, organize, protect and store data related to the organization's needs.
Data modeling
The knowledge and skills required to apply advanced statistical and analytic techniques and tools (e.g. regression, machine learning, data mining) to perform data exploration and build accurate, valid and efficient modelling solutions that can be used to find relationships between data and make predictions about data.
Data stewardship
Knowledge and skills required to effectively manage data assets. This includes the oversight of data to ensure fitness for use, the accessibility of the data, and compliance with polices, directives and regulations.
Data tools
The knowledge and skills required to use appropriate software, tools, and processes to gather, organize, analyze, visualize and manage data.
Data visualization
The knowledge and skills required to create meaningful tables, charts and graphics to visually present data. This also includes evaluating the effectiveness of the visual representation (i.e., using the right chart) while ensuring accuracy to avoid misrepresentation.
Evaluating data quality
The knowledge and skills required to critically assess data sources to ensure they meet the needs of an organization. This includes identifying errors or problems and taking action to correct them. This also includes awareness of organizational policies, procedures and standards to ensure good quality data.
Evaluating decisions based on data
The knowledge and skills required to evaluate a range of data sources and evidence in order to make decisions and take actions. This can include monitoring and evaluating the effectiveness of policies and programs.
Evidence based decision-making
The knowledge and skills required to use data to help in the decision-making and policy making process. This includes thinking critically when working with data; formulating appropriate business questions; identifying appropriate datasets; deciding on measurement priorities; prioritizing information garnered from data; converting data into actionable information; and weighing the merit and impact of possible solutions and decisions.
Metadata creation and use
The knowledge and skills required to extract and create meaningful documentation that will enable the correct usage and interpretation of the data. This includes the documentation of metadata which is the underlying definitions and descriptions about the data.
Storytelling
The knowledge and skills required to describe key points of interest in statistical information (i.e., data that has been analyzed). This includes identifying the desired outcome of the presentation; identifying the audience's needs and level of familiarity with the subject; establishing the context; and selecting effective visualizations.

Data literacy training

Data literacy banner

As Canada's national statistical organization, Statistics Canada is committed to sharing our knowledge and expertise to help all Canadians develop their data literacy skills. The goal is to provide learners with information on the basic concepts and skills with regard to a range of data literacy topics.

The training is aimed at those who are new to data or those who have some experience with data but may need a refresher or want to expand their knowledge. We invite you to check out our Learning catalogue to learn more about our offerings including a great collection of short videos. Be sure to check back regularly as we will be continuing to release new training.

What is data literacy?

Data literacy is the ability to derive meaningful information from data. It focuses on the competencies involved in working with data including the knowledge and skills to read, analyze, interpret, visualize and communicate data as well as understand the use of data in decision-making.

Data literacy also means having the knowledge and skills to be a good data steward including the ability to assess the quality of data, protect and secure data, and their responsible and ethical use.

Data literacy competencies

Data literacy competencies are the knowledge and skills you need to effectively work with data.

Data journey

The data journey represents the key stages of the data process starting with finding and exploring data through to telling the data story.

Learning catalogue

Check out the data literacy training available from Statistics Canada.

Learning path

Use this guide to help you navigate your data literacy journey.

A cartoon mountain - Une montagne de dessin animé

Your learning journey

We each have our own data journey to navigate. This learning journey is going to be different for each learner. This will depend, among other things, on the basic level of knowledge and the objectives of each person. The good news is that learners can personalize their learning journey according to their needs and the time they have.

We are here to help each learner find their own way to the top, even if the journey may seem daunting at first.

Think of us as a guide for your data journey, whatever your climb looks like, as a data beginner or a data scientist, and everyone in between.

Learning journey for employees of federal, provincial, territorial, or municipal departments

Sign up for our (paid) teacher-led training

Analysis 101: Steps of the analytical process
Working with disaggregated data for better policy outcomes
Analytical Sprint (available soon)

Take our free online self-paced courses

Data literacy learning path
Foundations of Data Analysis: The Analytical Process (DDN320)
Data quality as fitness for use
Data literacy for the public sector
Working with Disaggregated Data for Better Policy Outcomes (DDN323)

For general information about our courses and how to register, contact the Analytical Studies and Modelling Branch: statcan.asbtraining-deaformation.statcan@statcan.gc.ca

Survey of Postsecondary Faculty and Researchers (SPFR) 2019

Introduction

This section is to confirm we have made contact with the correct individual.

1. What is your date of birth?

  • Year
  • Month
  • Day

2. Are you [AGE] years old?

  • Yes (Go to Q4)
  • No

3. What is your age?

  • Age in years

4. What is the highest certificate, diploma or degree that you have completed?

  • Earned doctorate
    Help text: e.g., Ph.D., Ed.D.
  • Master's degree
    Help text: e.g., M.A., M.Sc., M.Ed., M.B.A.
  • Degree in medicine, dentistry, veterinary medicine or optometry
    Help text: e.g., M.D., D.D.S., D.M.D., D.V.M., O.D.
  • University certificate, diploma or degree above the bachelor's level
  • Bachelor's degree
    Help text: e.g., B.A., B.A. (Hons), B. Sc., B.Ed., LL.B.
  • University certificate or diploma below the bachelor's level
  • College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  • Trades certificate or diploma
  • High school diploma or a high school equivalency certificate
  • Less than high school diploma or its equivalent

5. Within the last month, were you considered a part of any of the following groups?

Select all that apply.

  • Ph.D. student
  • Postdoctoral fellow at a postsecondary institution
  • Researcher at a college
    Help text: Exclude research assistant positions as part of an academic program (e.g., postdoctoral fellow, Ph.D. student, Master's student, Bachelor's student).
  • Researcher at a university
    Help text: Exclude research assistant positions as part of an academic program (e.g., postdoctoral fellow, Ph.D. student, Master's student, Bachelor's student).
  • Professor, instructor or teacher at a college
    Help text: Include sessionals and part-time lecturers.
    Exclude teaching assistant positions.
  • Professor, instructor or teacher at a university
    Help text: Include sessionals and part-time lecturers.
    Exclude teaching assistant positions.
  • None of the above

6. In which type of institution do you spend the most time?

  • University
  • College

When responding to the next questions, consider only your experience as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at a [college / university].

7. What is the name of the [college / university] where you are a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student]?

If you [work / study] at more than one institution, please refer to the institution where you spend the most time.

Note: If the institution is not listed, select 'Other'.

  • Select: Institution name

Background

8. What is [your field of study / the field of study you teach or research] at [institution name]?

Specify the subject in which you spend the largest portion of your time.

If you are on leave, report the subject that you would have been [teaching or researching / studying]

  • Field of study

9. In what year did you begin your [current Ph.D. studies / current postdoctoral position]?

Enter the date you originally started in the program. If you have taken a break, enter the original start date.

Year

  • Select from : 2019 to 1990, or Before 1990

10. In what year do you expect to complete your [current Ph.D. studies / current postdoctoral position]?

[If end date is unknown, please provide the end date of your current contract.]

Year

  • Select from : 2019 to 2029, or 2030 or later

Ph.D. and postdoctoral fellow

11. Have you ever received federal research funding, a federal scholarship, or a federally funded fellowship as part of your [current Ph.D. studies / current postdoctoral position]?

e.g., Canada Graduate Scholarship, SSHRC Postdoctoral Fellowship.

Exclude entrance scholarships and bursaries from your institution.

  • Yes
  • No (Go to Q12)

From which federal agency did you receive this funding?

Select all that apply.

  • Social Sciences and Humanities Research Council (SSHRC)
  • Natural Sciences and Engineering Research Council (NSERC)
  • Canadian Institutes of Health Research (CIHR)
  • Other
    Specify other federal agency

12. As part of your [current Ph.D. studies / current postdoctoral position], have you ever been paid to work on a federally-funded research project led by a researcher at your institution?

e.g., you were a research assistant to a researcher leading a project-based grant, from a federal organization such as SSHRC, NSERC, or CIHR.

Exclude entrance scholarships and bursaries from your institution.

  • Yes
  • No
  • I worked on a research project, but I do not know if it received federal funding

13. Have you ever received non-federal research funding as part of your [current Ph.D. studies / current postdoctoral position]?

e.g., funding by provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals.

Exclude entrance scholarships and bursaries from your institution.

  • Yes
  • No

14. After completing your [current Ph.D. studies / current postdoctoral position], are you likely to work as a professor, instructor, or researcher at a postsecondary institution in Canada?

  • Yes (Go to Q15)
  • No
  • Unsure

For what reasons?

Select all that apply.

  • Lack of career prospects
    Help text: e.g., opportunities for tenure
  • A career at a postsecondary institution is too demanding
    Help text: e.g., too much pressure to publish, work-life balance, pressure to apply for funding
  • I plan to work at an institution outside Canada
  • I would prefer to conduct research in the private sector
  • I would prefer to conduct research in the public sector
  • I am interested in a career outside of research and academia
  • Other
    Specify the other reasons

Research, teaching, and industry

15. In the last five years, have you applied for any research funding as a principal or co-principal investigator?

e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair, provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals

  • Yes
  • No (Go to Q20)

16. In the last five years, did you receive any research funding as a principal or co-principal investigator?

e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair, provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals

  • Yes
  • No (Go to Q20)

What was the source of the research funding received?

  • Federal research funding
    Help text: e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair
  • Non-federal research funding (Go to Q19)
    Help text: e.g., provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals
  • Both

17. In the last five years, how much did you receive in federal research funding as a principal or co-principal investigator?

Federal research funding received

e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair.

Round to the nearest CAN$.

When precise figures are not available, please provide your best estimate.

  • Amount

18. From which federal agencies did you receive this funding?

Select all that apply.

  • Social Sciences and Humanities Research Council (SSHRC)
  • Natural Sciences and Engineering Research Council (NSERC)
  • Canadian Institutes of Health Research (CIHR)
  • Other
    Specify the other federal agency

19. In the last five years, how much did you receive in research funding from non-federal sources?

Non-federal research funding received

e.g., Funding from provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals.

Round to the nearest CAN$.

When precise figures are not available, please provide your best estimate.

  • Amount

The next few questions are about your work activities.

20. In addition to your current position as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], did you have other jobs or businesses within the last month?

Include other positions at [Institution name], or other institutions, as well as any other jobs or businesses.

  • Yes
  • No (Go to Q23)

21. Including your current position as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], how many jobs or businesses did you have within the last month?

If you were self-employed, select the number of different businesses, not the number of contracts for one single business. For example, a self-employed consultant who is also a professor would answer two jobs or businesses.

Exclude unpaid or volunteer positions.

Total number of jobs or businesses

  • 2
  • 3
  • 4
  • 5 or more

22. [Is this job or business / Are any of these jobs or businesses] in the same field that you [study / teach or research]?

[You previously indicated your field of study was the following: [Q8]]

  • Yes
  • No

23. In a typical work week, how many hours do you spend on the following activities?

Include all hours worked, both paid and unpaid.

a. In-class teaching duties as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., in-class hours.

b. Other teaching duties as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., preparation, office hours, grading, graduate student supervision.

c. Research activities as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., contributions to knowledge, publications, oral presentations, community based scholarship, writing of grant applications, time in the lab, conducting research, presenting findings, report writing.

d. Service and administrative activities as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., committee involvement, supervising student clubs, peer review and editorial duties, involvement in professional organisations.

e. Other employment

Include different roles, different institutions, or other jobs

24. In the last five years as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], have you been involved in an academic or applied research project?

e.g., engaging in research at your postsecondary institution or in collaboration with industry.

Exclude participation as a research subject.

  • Yes (Go to Q25)
  • No

Why not?

Select all that apply.

  • My management did not approve my participation
  • I was not aware of opportunities
  • Opportunities were not available in my preferred language
  • I was not interested
  • I did not have time because of my workload as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]
  • Family responsibilities
    Help text: e.g., child care
  • It is not in my job description
  • I have another job that takes up more of my time
  • Accommodations I needed due to a disability were not provided
    Help text: e.g., modified duties, human support, specialized equipment, adapted workspaces
  • Other
    Specify the other reason you have not been involved in an academic or applied research project

Professional development

25. Within the past two years, as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], did you participate in any of the following professional development opportunities?

[Exclude coursework and training as a requirement of your Ph.D. studies.]

Select all that apply.

  • Conferences, workshops, or tradeshows
  • Training
  • Further education
  • Mentoring programs
  • Other
    Specify other professional development opportunities
    OR
  • None

26. What was the source of the funding for the professional development opportunities you participated in as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Select all that apply.

  • [institution name]
  • Research funding
  • Bursary
  • Self-funded
  • Not applicable (there were no costs)
  • Other
    Specify who funded these activities

27. Within the past two years, did you feel you missed out on any professional development opportunities?

Professional development opportunities

Include conferences, workshops, tradeshows, training, further education, mentoring programs, etc.

Include opportunities you were interested in but did not request, or opportunities you requested and were not approved.

  • Yes
  • No (Go to Q28)

Why did you feel you missed out on these professional development opportunities?

Select all that apply.

  • My management or supervisor would not approve my participation
  • Someone else was selected
  • I did not have time because of my workload as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]
  • Family responsibilities
    Help text: e.g., child care
  • I could not afford it
  • Opportunities were not available in my preferred language
  • Accommodations I needed due to a disability were not provided
    Help text: e.g., modified duties, human support, specialized equipment, adapted workspaces
  • Other
    Specify the reason why you did not participate

28. As a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], do you currently have a mentor?

A mentor is an experienced and trusted advisor outside of formal supervisory relationships.

Include structured mentoring programs and informal relationships.

  • Yes
  • No

29. As a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], are you a mentor to [a junior employee, postdoctoral fellow, or student / a junior employee or student / another student]?

A mentor is an experienced and trusted advisor outside of formal supervisory relationships.

Include structured mentoring programs and informal relationships.

  • Yes
  • No

Employment, salary, and benefits

30. In the last 12 months, how many weeks were you employed as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Include those weeks in which you:

  • were on vacation or sick leave with pay;
  • worked full time or part time;
  • worked for wages or salary.

If you are on leave, report the weeks that you would have been working.

  • Select number of weeks
    OR
  • None

31. During most of those weeks, did you work full time or part time as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

If you worked full time and part time for an equal number of weeks, indicate your most recent employment status.

If you are on leave, report the full-time or part-time status that you would have been working.

  • Full-time (30 hours or more per week) (Go to Q34)
  • Part-time (less than 30 hours per week)

32. If given the opportunity, would you prefer to work full time for the full year?

Full time for the full year is considered 30 hours or more per week and 49 weeks or more per year, including vacation or sick leave with pay.

  • Yes
  • No

33. What is your tenure status?

  • Tenured
  • Leading to tenure, probationary (Go to Q35)
  • Non-tenured staff or non-tenure track (Go to Q34)
    Help text: This Includes annual, sessional or other definite term contracts, visiting staff, and continuing staff.

How many years after your first tenure-track appointment did you obtain tenure?

When precise figures are not available, please provide your best estimate.

  • Number of years

34. How long is the term of your current contract as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Report the total duration of the term.

  • Number of months
    OR
  • Permanent or indeterminate

35. How much did you earn in the last 12 months as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], before taxes and other deductions?

Exclude overtime pay, commissions, or bonuses.

'Before taxes and other deductions' refers to your gross wage or salary.

When precise figures are not available, please provide your best estimate.

If you are on leave, report the amount you would have earned.

  • Total earnings

36. Which of the following benefits do you currently have access to as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Select all that apply.

  • Supplemental medical or dental insurance
    Help text: Include access to plans where you have the option to contribute.
  • Maternity, paternity, parental, or adoption leave top-ups
  • Vacation leave
  • Sick leave
  • Medical leave
  • Disability insurance
  • Paid personal or family-related leave
  • Educational or professional-development leave
    Help text: Include paid or unpaid leave.
  • None of the above

37. Since your first appointment as a postdoctoral fellow, professor, instructor, or researcher at any Canadian post-secondary institution, have you taken any of the following types of leave?

Exclude time as a student.

Select all that apply.

  • Maternity, paternity, parental, or adoption leave (Go to Q38)
  • Family leave of 5 or more consecutive days (Go to Q38)
    Help text: Include compassionate care for family members.
  • Sick leave of 5 or more consecutive days (Go to Q38)
    Help text: Include sick, medical, or disability leave.
  • None of the above

What is the main reason you have not taken leave?

  • I have not had a reason to take it
  • I was not interested in taking leave
  • I was worried about the impact on my career progression
  • I did not receive permission from my management or supervisor
  • It was not available to me when I needed it
  • I wanted to finish the term or the project I was working on
  • I could not afford it
  • Other
    Specify the reason

Bias and discrimination

The following section asks about your experiences with bias and discrimination as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name].

Remember that all information provided is strictly confidential. Your responses are important whether or not you have had any of these experiences.

38. Indicate if you strongly agree, agree, neither agree nor disagree, disagree, or strongly disagree with each of the following statements.

Remember that these are personal opinions and there are no right or wrong answers.

a. The decisions for hiring at my institution are fair and equitable.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

b. The decisions for promotion at my institution are fair and equitable.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

c. My institution is supportive of equity, diversity and inclusion among its students, staff, and faculty.

e.g., your institution recognizes different values and identities on campus.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

d. The decisions surrounding federal research funding are fair and equitable.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

39. In the past 12 months, have you experienced unfair treatment or discrimination as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name] because of your gender, race, age, physical appearance, religion, sexual orientation, ability or for any other reason?

Discrimination means treating people differently, negatively or adversely because of their race, age, religion, gender, ability or anything else.

  • Yes
  • No

40. In the past 12 months, how often have you experienced this unfair treatment or discrimination as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

  • Once
  • Occasionally
  • Often
  • Daily or almost daily

41. Do you feel that the unfair treatment or discrimination you experienced as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name] was based on any of the following?

Select all that apply.

  • Age
  • Sex
  • Race or colour
  • Nationality or immigration status
  • Ethnicity or culture
  • Physical appearance other than skin colour
  • Religion
  • A physical or mental disability
  • Sexual orientation
  • Language
  • Gender identity
    Help text: 'Gender identity' refers to a person's internal and individual experience of gender, such as the sense of being a woman, a man, both, neither, or anywhere along the gender spectrum. A person's gender identity may be the same as or different from their birth-assigned sex. Gender identity is fundamentally different from a person's sexual orientation.
  • Identity as a parent
    Help text: e.g., being a parent, pregnancy, taking maternity or paternity or parental or adoption leave
  • Other
    Specify the nature of the unfair treatment or discrimination

42. What was the nature of the unfair treatment or discrimination you experienced as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Select all that apply.

  • I was ignored by others
  • I was made to feel uncomfortable
    Help text: e.g., inappropriate verbal remarks
  • People talked behind my back
  • My promotion or training was denied
  • I was given too much work
  • I was given less challenging or less interesting work
  • I received a poor performance evaluation
    Help text: e.g., grading or teaching evaluations
  • Other
    Specify the nature of the unfair treatment or discrimination

The following section asks about harassment experiences as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name].

Remember that all information provided is strictly confidential. Your responses are important whether or not you have had any of these experiences.

43. Thinking about the past 12 months, how many times have you been subjected to any of the following?
a. Verbal abuse as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

b. Unwanted sexual attention or sexual harassment as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

c. Threats to your person as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., blackmailing, threats to your career or reputation, physical threats.

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

d. Humiliating behaviour as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

e. Physical violence as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

Harassment

The following questions pertain to the [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you were subjected to as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name].

44. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, was only one person involved in committing the act?

  • Yes
  • No (Go toQ45)
  • DK (Go to Q45)

What was the gender of this person?

  • Male
  • Female
  • Another gender
  • DK

45. What were the genders of the people involved in committing the act?

  • Male
  • Female
  • Another gender
  • DK

46. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, from whom did you experience this behaviour?

Select all that apply.

  • Colleague[s] or peer[s]
  • Individual[s] with authority over me
  • Other staff member[s] at my institution
  • Research subject[s] or patient[s]
  • Student[s] who I teach or supervise
  • Parent[s] of a student
  • Member[s] of the public
  • [Identity / Identities] unknown
    Help text: e.g., anonymous emails, online bullying
  • Other

Specify from whom you experienced this behaviour

47. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, what actions, if any, did you take to try to address the situation?

  • No action taken
  • I confronted the [person / people] directly
  • I reported it to someone with authority to act
  • I talked about it with someone else at my institution
  • I filed a formal complaint
  • Other
    Specify the actions used to address the situation

48. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, how satisfied were you with the outcome of the situation?

  • Completely
  • Mostly
  • Somewhat
  • Mostly not
  • Not at all

Gender

The following questions are about sex at birth and gender.

49. What was your sex at birth?

Sex refers to sex assigned at birth.

  • Male
  • Female

50. What is your gender?

Gender refers to current gender which may be different from sex assigned at birth and may be different from what is indicated on legal documents.

  • Male
  • Female
  • OR please specify
    Specify your gender

51. Please verify that all of the information is correct.

Your information

Sex assigned at birth: [Male / Female / Information not provided]

Gender: [Male / Female / GDR_S10 / Information not provided]

Sexual orientation

52. What is your sexual orientation?

  • Heterosexual
  • Homosexual
    Help text: e.g., lesbian or gay
  • Bisexual
  • Please specify
    Specify your sexual orientation

Context Sensitive Help:

The need to collect data on sexual orientation stems from issues related to human rights, including experiences of discrimination and victimization.

The Canadian Human Rights Act stipulates that the prohibited grounds of discrimination are race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics, disability and conviction for an offence for which a pardon has been granted or in respect of which a record suspension has been ordered.

Aboriginal identity

53. Are you an Aboriginal person, that is, First Nations (North American Indian), Métis or Inuk (Inuit)?

Note: First Nations (North American Indian)

Includes Status and Non-Status Indians.

Would you say:

  • No, not an aboriginal person
    OR
  • Yes, First Nations (North American Indian)
  • Yes, Métis
  • Yes, Inuk (Inuit)

Context Sensitive Help:

Answer this question regardless of whether or not this person is an Aboriginal person of North America.

Select "Yes, First Nations (North American Indian)", or "Yes, Métis", or "Yes, Inuk (Inuit)" for persons who identify with one of the three Aboriginal groups listed on the questionnaire: First Nations (North American Indian), Métis, Inuit.

Select "No, not an Aboriginal person" for those who:

  • consider themselves to be East Indian or Asian Indian
  • have ethnic roots on the subcontinent of India
  • refer to themselves as Métis in the context of mixed ancestry, but who do not have North American Aboriginal ancestry (for example, those from Africa, the Caribbean and South America).

This question provides information used by governments, including Aboriginal governments and organizations, to develop programs and services for Aboriginal peoples.

Sociodemographic characteristics

54. The following question collects information in accordance with the Employment Equity Act and its Regulations and Guidelines to support programs that promote equal opportunity for everyone to share in the social, cultural, and economic life of Canada.

Are you:

Select all that apply.

  • White
  • South Asian
    Help text: e.g., East Indian, Pakistani, Sri Lankan
  • Chinese
  • Black
  • Filipino
  • Arab
  • Latin American
  • Southeast Asian
    Help text: e.g., Vietnamese, Cambodian, Laotian, Thai
  • West Asian
    Help text: e.g., Iranian, Afghan
  • Korean
  • Japanese
  • Other
    Specify other

Context Sensitive Help:

Select or specify more than one answer, if applicable, from the list provided.

Population group should not be confused with citizenship or nationality. Examples of population groups include White, South Asian, Chinese, Black, Filipino, Latin American, Arab, Southeast Asian, West Asian, Korean and Japanese.

Included in the South Asian population group are East Indian, Pakistani, Sri Lankan, etc.

Included in the Southeast Asian population group are Vietnamese, Cambodian, Laotian, Thai, etc.

Included in the West Asian population group are Iranian, Afghan, etc.

For persons who belong to more than one population group:

  • select all categories that apply
  • do not report "bi-racial" or "mixed" in the "Other - specify" box provided

Language

55. Can you speak English or French well enough to conduct a conversation?

  • English only
  • French only
  • Both English and French
  • Neither English nor French

Context Sensitive Help:

Select "English only" or "French only", or "Both English and French", only if the person can carry on a conversation of some length on various topics in one or both of these languages.

For people who are deaf or for people who have a speech disability, report knowledge of English, French, both, or neither, by selecting the appropriate option.

56. What language do you speak most often at home?

  • English
  • French
  • Other
    Specify other language

Context Sensitive Help:

Report the language spoken most often at home. Report more than one language only if all languages are spoken equally often.

For a child who has not yet learned to speak, report the language spoken most often to the child at home.

For a person who lives alone, report the language in which he or she feels most comfortable.

For people who are deaf or for people who have a speech disability, report knowledge of English or French as applicable, by marking the appropriate option. Other languages, including sign language, should be entered in the type-in box labelled "Specify other language".

When reporting other languages, be specific. For example, people who report Chinese should instead report the specific Chinese language: Cantonese, Mandarin, Cheochow, Fukien, Hakka, Shanghainese, Taiwanese, etc.

57. What is the language that you first learned at home in childhood and still understand?

If you no longer understand the first language learned, indicate the second language learned.

  • English
  • French
  • Other
    Specify other language

Context Sensitive Help:

If you learned two or more languages at the same time in early childhood, report the language you spoke most often at home before starting school.

Report two or more languages only if those languages were used equally often and are still understood.

If you are deaf or have a speech disability, report knowledge of English or French as applicable, by marking the appropriate option.

Other languages, including sign language, should be entered in the type-in box labelled "Specify other language".

When reporting other languages, be specific. For example, instead of reporting Chinese, report the specific Chinese language: Cantonese, Mandarin, Cheochow, Fukien, Hakka, Shanghainese, Taiwanese, etc.

Equity, diversity, and inclusion

58. Are you a person with a disability?

A person with a disability is a person who has a long-term or recurring impairment that could be categorized into one of 10 types (vision, hearing, mobility, flexibility, dexterity, pain, learning, developmental, memory and mental health-related) and considers himself or herself to be disadvantaged in employment by reason of that impairment, or believes that an employer or potential employer is likely to consider him or her to be disadvantaged in employment by reason of that impairment. Persons with disabilities are also those whose functional limitations owing to their impairment have been accommodated in their current job or workplace.

  • Yes
  • No

59. Because of your disability, do you require any accommodations to be able to work or study?

e.g., modified duties, human support, specialized equipment, adapted workspaces

  • Yes
  • No

60. In your academic career, have you ever requested accommodations in order to do your work or study?

Include experiences as a Ph.D. student, postdoctoral fellow, teacher, instructor, professor, or researcher in an academic institution.

Exclude experiences as a Master's or undergraduate student.

  • Yes, I have requested all accommodations throughout my academic career
  • Yes, I have sometimes requested accommodations, but not always
  • No

61. Did you receive the accommodations you requested?

  • Yes, all of the accommodations were provided
  • Yes, some of the accommodations were provided
  • No accommodations were provided

62. Why have you not asked for the accommodations needed to do your work or study?

Select all that apply.

  • I was uncomfortable asking
  • I did not want to cause difficulty for my institution
  • I did not think my institution could afford or find proper accommodations
  • I did not want to disclose my need for accommodation
  • I was concerned about the reaction of colleagues
  • I feared negative outcomes
  • My condition is not severe enough
  • There was a lack of awareness or understanding by my institution with respect to accommodation requests
  • Other
    Specify why you have not asked for accommodations to do your work or study

Economic accounts: Frequently asked questions

Input-output accounts

How often are supply and use tables and input-output tables published?

Supply and use tables (industry by product) and symmetric input-output tables (industry by industry) are published annually. The following information is available:

Does Statistics Canada have an input-output model to calculate the impact of spending or investment in the Canadian economy?

Statistics Canada offers input-output modelling services on a cost recovery basis. Two models are available, a national model (service 36-23-0001) and an interprovincial model (service 36-23-0002). Both models provide estimates of the direct, indirect and induced effects on numerous economic variables including output, GDP, jobs and taxes on production and products.

Does Statistics Canada calculate multipliers by industry?

Statistics Canada calculates national, provincial and territorial input-output multipliers for the industries found in the input-output industry classification. The information is available in tables 36-10-0013-01, 36-10-0113-01, 36-10-0594-01 and 36-10-0595-01.

Does Statistics Canada have a publication or documentation on the input-output tables and models?

Users interested in learning more about the supply and use tables and the input-output model can consult the following references:

Productivity accounts

How is productivity defined?

Productivity measures the economic efficiency with which resources such as labour or capital are employed in the production process. There are two widely used productivity statistics; labour productivity and multifactor productivity.

What is the difference between labour and multifactor productivity?

Labour productivity is measured as real output per hour worked. It is the most commonly used productivity measure. Multifactor productivity, a broader measure of efficiency, is measured as real output per unit of combined inputs, which consist of labour and capital, and in some cases, intermediate inputs such as energy, materials and purchased services.

Why is a productivity measure important?

Progress in productivity constitutes a significant source of increased standard of living. In the long run, increases in real hourly earnings are tied to productivity gains. The Canadian economy has been able to produce more goods and services over time, not by requiring a proportional increase of resources such as labour, but by making production more efficient.

Why does productivity change?

Productivity increases when more output is produced without increasing the input, or when the same output is produced with less input.

Productivity decreases when less output is produced without decreasing the input, or when the same output is produced with more input.

How is productivity measured by Statistics Canada?

Indexes of labour productivity, multifactor productivity, and related measures for the business sector, broad economic sectors and industries are published by Statistics Canada. Productivity is measured by comparing the quantity of goods and services produced with the inputs which were used in production. Labour productivity is calculated by divided real output by hours worked. Multifactor productivity is calculated by divided real output by a combination of inputs (which may include labour, capital, energy, materials, and purchased services). Quarterly and annual measures of output per hour worked, together with comparable measures of compensation per hour and unit labour costs, are maintained for the business sector and its constituent sectors and industries. Quarterly labour productivity for the business sector is measured as real gross domestic product (deliveries in chained dollars of final goods and services by the business sector to the final demand categories, such as households, investments, governments and the foreign sector) per hour worked. It is the productivity statistic most often cited by the press. For major sectors and industries, labour productivity is measured as real value added per hour worked .

The multifactor productivity indexes for the business sector measure gross domestic product per combined unit of labour and capital inputs. Multifactor productivity indexes at the industry level, based on a variety of output measures (gross output, value added and sector output) are also maintained, to serve a variety of analytical needs. The growth of capital input in the business sector is an aggregate of the different classes of capital stocks (information technology, other machinery and equipment and structures) weighted by their respective rental prices. Similarly, the growth of labour input is an aggregate of the growth of hours worked by different classes of workers, weighted by the hourly wages of each class.

Are annual data on productivity measures available for the provinces and the territories?

Yes. Annual data on labour productivity and related measures are not only available at national level, but also at the provincial and territorial level.

Why does Statistics Canada revise its productivity measures?

Productivity estimates are produced using different data sources. They are often revised when additional data sources and more accurate information become available. Accordingly, productivity measures are periodically revised to include more up-to-date information from censuses, annual surveys, tax statistics, etc.

Occasionally, historical revisions take place following changes in concepts or methodology.

International merchandise trade

What is the source of Canada's international merchandise trade data?

Merchandise import data are based on customs documentation collected by the Customs Border Services Agency (CBSA). Customs records are also used for the compilation of merchandise export statistics, from sources like the United States Census Bureau (USCB) for exports to the United States, and from CBSA for exports to other countries.

Are merchandise trade statistics published on a customs or a balance of payment basis?

Both, Statistics Canada publishes merchandise trade statistics on a customs basis and on a balance of payment basis. The customs-based statistics provide a measure of the change in the stock of material resources within a country that result from the physical movement of goods across the border. Balance of payments adjustments are made to the customs-based data in order to conceptually align them with other macroeconomic account statistics, such as gross domestic product, based on international standards. These data provide a measure of economic transactions in goods between Canadian residents and non-residents that result from a change in ownership.

What are the classifications used to publish these statistics?

There are two main classification systems for merchandise trade data. First, the North American Product Classification System (NAPCS) classifies merchandise trade to different product categories. Customs basis and balance of payment basis data are available under the NAPCS classification. To consult the classification structure, please visit Variant of NAPCS Canada 2017 Version 1.0 - Merchandise import and export accounts.

Second, customs basis data are published under the Harmonized System Classification, which is an international commodity classification system that assigns 6 digit (HS-06) to categorize all traded goods. For more information on this commodity classification, please visit Commodity classification.

Finally, merchandise trade data are also available by industry (North American Industry Classification System - NAICS), by exporter and importer characteristics, and by Broad Economic Categories (BEC).

When are data on merchandise trade statistics available?

Canadian International merchandise trade is a major economic indicator and the publication of trade data is deemed mission critical by Statistics Canada. It is published on a monthly basis, around 35 days after the end of the reference period.

Stock program

What method of evaluation of capital stock is used in the stock program?

The stock program uses the perpetual inventory method (PIM) to obtain estimates of capital stock by industry for a given year.

Why choose the PIM over another method?

The PIM is the method most frequently used by international statistical organizations. It is generally the preferred method, as it represents a flexible way of producing time series for capital stock. Basically, it involves adding, every year, gross investment (gross fixed capital formation) to the capital stock from the previous year.

What are the input data for the PIM?

The PIM requires information on investment value, price indexes of capital goods, service lives and depreciation methods. Statistics Canada gathers most of the annual data required to apply the PIM via the Capital and Repair Expenditures Survey (CRES) from the Investment, Science and Technology Division (ISTD), specifically:

  • capital expenditures, that is, spending for the acquisition of new assets and the renovation, retrofit, refurbishing, overhauling and restauration of existing assets;
  • the useful service life of acquired assets;
  • the original cost and age of assets that are being retired or destroyed;
  • sales and purchases of used assets;
  • the value of work in progress at year-end.

How does the PIM work, practically speaking?

The first step consists of transforming gross fixed capital formation (GFCF) at current prices into constant prices by using the most detailed price indexes for assets that exist. The PIM then involves using data in constant prices to obtain fixed capital consumption and net and gross stocks at constant prices. The price indexes are only applied to reconvert the data into current prices during the final step.

When is a new capacity added to the stock?

An investment (GFCF) declared for year t is presumed to be implemented, on average, in the middle of year t. Hence, its depreciation over the course of the second semester of year t is included in the depreciation calculated for year t.

What is meant by gross capital stock?

Gross stock is equal to the accumulation of past gross investments from which the value of assets that cease to exist that same year (decommissioned) are deducted annually. Therefore, this measure of capital stock is based on the hypothesis that the asset's efficiency remains constant throughout its entire service life.

The concept of gross stocks aims to reflect the replacement cost of tangible assets.

What is meant by the replacement cost of an asset?

The replacement cost is the amount that would be needed, for a particular year, to replace all the existing assets with comparable new assets.

What is meant by a retired, discarded or decommissioned asset?

An asset is retired, discarded or decommissioned when it is removed from capital stock at the end of its useful service life.

It should be noted that the retirement of assets from the same generation can be staggered over a certain number of years instead of being done all at once.

How are discards carried out within the stock program?

Within the stock program, the discard function follows a truncated (normal) bell curve distribution, with lower and upper limits corresponding, respectively, to 50% (L/2) and 150% (3L/2) of the average service life L, to account for variation in the moment when identical assets are removed from stock.

What is meant by net capital stock?

The concept of net stock aims to evaluate the production capacity of capital stock.

The value of net stock for a given year is meant to reflect the market value or economic value of the assets that make up the capital stock.

What is meant by an asset's market value?

The market value is the amount for which assets could be sold, given that stock includes assets that are no longer new, have been subjected to some wear and are slightly outdated compared to new assets of an equivalent type.

How is net stock at time t calculated?

Net stock at time t is obtained by subtracting the depreciation incurred over the course of year t from the sum of the net stock from the previous period t–1 and the investment at time t. The depreciation incurred during year t consists of the depreciation of both the net stock from the previous period and the current investment.

Net Stockt=Net Stockt-1+Invt-Dept

What is the consumption of fixed capital (CFC)?

The consumption of fixed capital can be defined in general terms as the decrease, over the course of the accounting period, in the current value of the stock of fixed assets that are held and used by a producer, following their physical deterioration (or wear), normal obsolescence or normal accidental damages. It excludes the value of fixed assets that have been destroyed by acts of war or exceptional events such as very rare major natural disasters.

Is the consumption of fixed capital observable?

The consumption of fixed capital is not usually observable. It is generally calculated based on the hypothesis that the prices of assets decrease in an orderly fashion over the course of an asset's useful service life.

It must be noted that the consumption of fixed capital must nearly always be estimated in this way, so that the capital stock results from the PIM or from another method or survey.

Is there a difference between depreciation in year t and consumption of fixed capital for the same period?

No. The terms 'depreciation', 'amortization', 'consumption of fixed capital' and 'capital consumption allowance' are synonyms.

How is depreciation during year t calculated?

The most natural method of calculating depreciation during year t is to multiply by the depreciation rate δ the sum of the stock from year t–1 and half of the investment from year t. Practically speaking, depreciation is obtained by using other approaches.

Dept=δ(Stockt-1+12Invt

How is the depreciation rate δ determined?

The depreciation rate δ depends on hypotheses created for the ageing and loss of efficiency curve for assets. Three types of depreciation are often used in the calculation of net capital stock: linear depreciation, geometric or regressive depreciation and hyperbolic or deferred depreciation.

As such, δ =1/L for a linear depreciation and δ =R/L where R represents the 'declining balance rate' (DBR) for a geometric depreciation. However, the formula for a hyperbolic depreciation is complicated.

How can different types of depreciation be distinguished from one another?

The most well-known model of depreciation is undoubtedly the linear model, according to which equal amounts are deducted from the stock each year. It is mostly considered for its accounting interest.

Hyperbolic depreciation is, in turn, the type that permits the most accurate measurement possible of the economic value of assets. Economic value is defined here as the services that can be withdrawn from these assets.

The geometric type, however, is the depreciation model that measures the market value of assets. Here, market value means the resale value of assets on the second-hand market.

How is depreciation/capital consumption allowance determined in the stock program?

In the case of linear depreciation, depreciation is obtained by dividing the sum of investments up until time t by the service life (number of years over which the asset amortized).

In the case of hyperbolic depreciation, depreciation is given by the weighted sum of the investments (weighted according to their beta obsolescence factors) up until time t.

In the case of geometric depreciation, however, depreciation is calculated residually using the net stocks from t–1 and t as well as gross investment during year t.

How is net capital stock according to the geometric depreciation model calculated practically speaking?

The calculation of net stock according to a geometric depreciation is based on the notion of contribution to the net capital stock at the end of given year t of the investment carried out during a given previous year x. Net capital stock at the end of year t is then obtained by summing the contributions on all the generations of investment flows for this element.

How are the average service lives of assets determined?

Average service lives were estimated using information, collected via the CRES, on the service lives and age‑price profiles of retired assets. These service lives based on survey data, introduced starting in the reference year 1987, are generally shorter than the hypothetical service lives that were used to calculate estimates of capital stock before the survey data were available. The periodic evaluation of service lives based on survey data has shown that they are stable at current levels. A geometric interpolation permitted their introduction for the years prior to 1987.

How is the average age of capital stock calculated?

The average age reflects the age of the assets in place in the capital stock. It is obtained via a sum of the age of each generation of assets that is weighted by the investments that still exist. Since age is a function of an asset's service life, the investments in place influence the age of this stock of assets according to their respective service lives as well as their relative importance within this stock.

How are declining balance rates (DBRs) defined?

Using a regressive method (geometric depreciation), it is hypothesized that the market value in constant prices decreases at a constant rate during every period. The depreciation factor can be written as R/T where T is the total useful service life and R is the DBR. Depreciation for the period t is obtained by multiplying the residual value of the asset in the period t-1 by the depreciation factor R/T. There are several ways of calculating the DBR.