Service needs and gaps for international students transitioning to permanent residency in a "two-step" immigration process : a Toronto-based study

Abstract

Despite the increase in efforts to attract and retain international students in Canada, including the introduction of the Canadian Experience Class in 2008, there has been little investigation into what supports will assist international students as they transition from students to workers to migrants. This research paper is a Toronto-based investigation of the service needs and gaps that exist for international students aiming to transition to permanent residency in Canada. Data gathered from interviews with front-line workers assisting international students, an immigrant-serving organization, and government suggests that immigration policy reforms aiming to attract and retain international students have not been accompanied by the necessary changes to traditional settlement and international student services resulting in service gaps for this segment of Canada's international student population. The present study also connects these findings to neoliberal immigration policies and practices in place in Canada since the 1990s.

Assessing Canada’s Support of International Students [Working Paper]: A Comprehensive Review of Canada’s Retention and Settlement of its “Model Immigrants”

“…These barriers stem from employers' preference for Canadian work experience; the challenge of language and cultural adaptability to Canadian workplaces; and students' perceived barriers. Roach (2011) conducted interviews at international student offices in four Toronto post-secondary institutions. She found that Canadian employers "discriminate against international students' lack of Canadian work experience" (2011, p.39).…”

“…There are inconsistency and lack of qualification and resources in service delivery by international student offices across institutions in Canada. Roach (2011) who studied service needs and gaps related to international students' services found "differential service provisions" exist across institutions (p. 29). For instance, the study revealed that only one international student office among the four that participated in this study could refer international students to "service providers in the community for extended support or settlement services" (Roach, 2011, p. 29).…”

“…Collaboration with post-secondary institutions and the community, increasing funding for settlement programs and services and addressing policy issues related to work and permanent immigration of international students are some of the area prioritized by recent research. Roach (2011) found in her interviews with different stakeholders that "they would like to see collaborative efforts between stakeholders such as CIC, post-secondary institutions, ISOs, career service centers, and immigrant-serving organizations and employment service centers in the community" (p.43). Flynn & Bauder (2013) identify a "major settlement service gap" during the "period of transition when migrant workers or students possess temporary status" which can be "anywhere from eight months to two years, immigrants are not eligible to receive government-funded settlement services" (p.9).…”