Student services professionals have emerged as significant supportive collaborators in the construction ofvenvironments that encourage student success within Canadian post-secondary education (Hardy-Cox & Strange, 2010). In Canada, literature pertaining to student services is evolving and research from other contexts is therefore often used to inform student affairs practices in this context. Yet, without a comprehensive understanding of research that is focused on Canadian student services specifically, those working in post-secondary education are left with a scope of understanding that may not always apply to the unique contexts in which they work. The purpose of this research study is to begin mapping the landscape of re-search on Canadian student services. We review articles pertaining to student success, the student experience, and student services, that have been published in national (Canadian Journal of Higher Education) and international (Journal of College Student Development; Journal of College Student Retention: Research, Theory and Practice; Journal of College Student Psychotherapy; Journal of Student Affairs Research and Practice; and Student Success) student services and post-secondary education journals. This scoping review documents Canadian academic research published within the student services field and describes contributing authors and their affiliations, graduate student and post-doctoral fellow involvement, provincial and territorial research clusters, research movements over the decades, institutional research contexts, and research participants’ level of education and communities/populations, as well as contextual trends and themes.
This report shares analyses in which students with disabilities (n = 2,324) were compared to students without disabilities (n = 45,251) in all sections of the Canadian Graduate and Professional Student Satisfaction survey. In this report, a description of the findings for each section is provided first. Following this, tables and figures presenting the data are then provided.
Although there is a growing body of research that suggests the mental health of graduate students differs from that of their undergraduate counterparts, studies examining international students at the graduate level are scarce. This study therefore compares mental health diagnoses, challenges and stressors experienced, and use of mental health support, of international and non-international students who identified as being graduate/professional students. Data from the 2019 Canadian National College Health Assessment were used to compare the international graduate students (n = 1,876) to their non-international peers (n = 4,809). Significant differences were found on prevalence of conditions, certain specific challenges that are experienced, and help-seeking behaviours. Overall, international and non-international students may experience similar challenges, but international students are less likely to seek support. The findings suggest a need for graduate advisors and student affairs professionals to recognize the unique experiences of international graduate students particularly with their help-seeking behaviours.
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