International Students as ‘Ideal Immigrants’ in Canada: A disconnect between policy makers’ assumptions and the lived experiences of international students

Abstract

Recent policy changes in Canada highlight the strategic role International Students (IS) in the country’s economic development and future prosperity. With the release of Canada’s first international education strategy, the federal government has intimately tied international education to the domestic economy by attracting and retaining skilled workers to prepare Canada for the global market place. IS are particularly desirable candidates for permanent residency because their Canadian credentials, proficiency in at least one official language, and their relevant Canadian work experience is assumed to allow them to integrate more easily into the labour force upon graduation. Through 11 focus groups with 48 IS from two post-secondary institutions in the province of Ontario, we explored the adjustment of IS as they adapt to Canada and transition from student to worker. Thematic analysis suggests a disconnect between policy makers’ assumptions and the lived experiences of IS in Canada. Specifically, we find that IS’ integration into Canadian society into the domestic labour market is hindered by adjustment difficulties pertaining to language abilities, poor connectedness to host communities, and perceived employer discrimination against IS. We offer policy recommendations for how international education can better prepare IS for the Canadian labour market.

Resource Centre or Experience Desk? The Spatiality of Services to Indigenous and International Students at Universities in Ontario, Canada

“…The successes and challenges of Indigenous and international students at Canadian universities have been documented along two lines of research: how their experiences are linked to broader external processes like federal policies, and how they are influenced by internal institutional strategies (Hardes, 2013;Poteet & Gomez, 2015;Scott et al, 2015;White & Beavon, 2009). To complement these studies, I use a Lefebvrian perspective to examine how institutional responses unfold in space.…”

“…Some broader processes affecting international students have been linked to the lack of regulation with respect to their annual tuition fees, as well as immigration and multicultural policies that facilitate their entry to the country as permanent residents and citizens, but with little to no follow-up on their social integration (Chen, 2008;Mayuzumi, Motobayashi, Nagayama, & Takeuchi, 2007). The policies have been aimed at profiting local communities, but there have been key challenges for these students, including the lack of mechanisms to help them fight off isolation and racism and to better integrate into their communities (Poteet & Gomez, 2015;Scott et al 2015).…”

“…Whereas Indigenous students connect to indigeneity within the context of higher education through a mediating space, international students are self-identifying through various interactions on campus. Indigenous and international students are asked to incorporate their cultural backgrounds into university life in diametrically opposite ways: the former are asked to celebrate their identity as part of their academic practice, while the latter are encouraged to relegate it to their lives outside of academia (Poteet & Gomez, 2015;Scott et al, 2015;Wendt & Gone, 2011).…”

“…Although neither Indigenous students nor international students are explicitly mentioned in the 2012 MTCU report, they have become groups of increasing importance in Ontario universities' recruitment and retention strategies. International students are a key demographic that pays higher tuition fees, fuels local economies while living in Canada, and is a potential source of skilled labour (Arthur & Flynn, 2013;Scott, Safdar, Trilokekar, & El Masari, 2015). A 2014 University of Guelph and York University joint study reveals that more than 328,000 international students were enrolled at universities across Canada in 2012, contributing CAD$3.5 billion in tuition revenue to the country's economy.…”

International Student Retention and Recruitment: An Empirical Study in Denmark

“…Specifically, there is a now a growing global competition to recruit and retain international students, due to their education, language skills, and, at times, affluence (Bhandari and Blumenthal 2010;Wildasky 2010). International students are also regarded as 'attractive migrants' and typically fall under highly skilled categories, which can facilitate simpler transitions through an immigration system (Arthur and Flynn 223;Scott et al 2015). International education is developing, as Knight (2011) predicts, for three reasons (1) increasing demand for skills supportive of a knowledge-based economy, (2) growing orientation to commodification of education, and (3) increased numbers of students wanting to participate in international education and potential gain international credentials (211).…”