Structural Incentives to Attract Foreign Students to Canada’s Postsecondary Educational System: A Comparative Analysis

McHale, John

doi:10.1057/9780230117143_9

Cited by 5 publications

(1 citation statement)

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“…Topic-wise, recent research covers in and out student mobility (Collins 2010;Findlay et al 2006;King, Findlay, and Ahrens 2010;Murphy-Lejeune 2002), students' motivations and experiences (Brooks and Waters 2009;, Liu-Farrer 2009, links between ISM and employability Waters andBrooks 2010, 2011), social class as a determinant of participation Waters and Brooks 2010), experiences and migration trajectories upon completion of the programme (Hazen and Alberts 2006;Ichimoto 2004;Norris and Gillespie 2009;Waters and Brooks 2011) and policy discussions (Gribble 2008;Hawthorne 2005). 1 Research on ISM into Canada is still in its infancy, and is limited to statistical overviews (Verbik and Lasanowski 2007), surveys and quantitative studies (CBIE 2009;Chirkov et al 2007Chirkov et al , 2008Lu, Zong, and Schissel 2009), policy discussions/outcomes (Bond 2007;Mchale 2006;WaltonRoberts 2009WaltonRoberts , 2011) and a small minority of qualitative studies exploring the student experiences within the framework of secondary, higher or adult education (Park 2010; Sherriff et al 2012;Waters 2006). Much work on ISM in Canada focuses on how the student experience reflects on the universities and their services, or on government policies; the student migrants themselves and their experiences are rarely the main concern.…”

Section: Ismmentioning

confidence: 99%

Indian international students in Toronto: exploring young men resisting their family's expectations

Sondhi

2013

South Asian Diaspora

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This paper is located at the heart of the growing body of research on international student migration. Using a gendered perspective, it explores the power relations between the students and their families that shape the processes and experiences of migration. The spotlight is on Indian students who move to Canada, specifically Toronto, for higher education. These students are part of a growing yet highly diversified stream of migrants who make up the Indian diaspora in Canada. Using survey data collected by the author, the paper first presents the social characteristics of Indian international students. The discussion then moves to present the narrative of one male respondent in Canada to illustrate how gendered power relations within the Indian patrifocal family shape the participation of sons and daughters in international student migrant flows.

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Section: Ismmentioning

confidence: 99%

Indian international students in Toronto: exploring young men resisting their family's expectations

Sondhi

2013

South Asian Diaspora

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21. The Academic, Social, and Migratory Experiences of International Graduate Students Enrolled at the Université de Montréal: A Study of Persistence

Maïnich

2013

CELT

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From its earliest times, higher education transcended geographic boundaries so nowadays international students are a significant element of the social and cultural landscape of higher education, but international graduate students form a diverse group with different motivations for study and have become a sizeable segment of the student body in the Canadian higher educational system. However, this specific student population has not been completely understood and their diverse experiences have not been explained. This research paper deals with the issue of persistence among international graduate students enrolled at the Université de Montréal. Because the number of international graduate students has increased, strategic, social, and economic goals must be discussed. Hence, the purpose of this research is to develop a strong understanding of the factors influencing persistence and student success.

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Student to Scholar: Learning Experiences of International Students

Palmer

2016

jis

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The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger’s (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve “scholar” status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semistructured interviews.

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Structural Incentives to Attract Foreign Students to Canada’s Postsecondary Educational System: A Comparative Analysis

Cited by 5 publications

References 10 publications

Indian international students in Toronto: exploring young men resisting their family's expectations

Indian international students in Toronto: exploring young men resisting their family's expectations

21. The Academic, Social, and Migratory Experiences of International Graduate Students Enrolled at the Université de Montréal: A Study of Persistence

Student to Scholar: Learning Experiences of International Students

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