This study evaluated the development of generic skills by students in the Arts Faculty at York University (Ontario, Canada) by comparing entering students and graduating students on a self-report measure. The specific skills evaluated included analytical, communication, personal, organizational, comparative, job procuring, basic numeracy, and computer skills. The study was based on a "value added" approach to measuring the effectiveness of the college experience. A questionnaire was developed and completed by 480 graduating students and 812 entering students in Fall of 1995. Overall, the study found that graduating students scored higher than entering students on all measures of skill and the magnitude of change observed was comparable to that observed in similar studies conducted in the United States. Correlations among high school grades, cumulative grade point averages, and various skills, however, was low suggesting that good high school and university grades do not necessarily indicate high levels of generic skills.(DB)