The Job Seeking Experiences of International Graduates in the Host Country: Australia’s Lost Opportunity?

Coffey, Jane; Farivar, Faezeh; Cameron, Roslyn

doi:10.1080/09585192.2018.1504106

Cited by 26 publications

(26 citation statements)

References 50 publications

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“…The focus of previous research has been on supporting the initial adjustment of international students to the destination country and their academic success once in a program, with fewer studies examining their readiness for employment (Khanal & Gaulee, 2019). What research does exist has focused on the bar-riers students face, specifically in the post-study period ( Dam et al, 2018;Coffey et al, 2018;Woodend & Arthur, 2018), and key challenges and limitations to service provision (e.g., alumni unable to access career services; ineligibility for some federal benefits, such as employment insurance). A longterm and ongoing consideration for international students' career development is their acquisition of human capital potential, including during their academic studies, in order to inform appropriate career support.…”

Section: The Current Studymentioning

confidence: 99%

It’s Not As Easy as They Say: International Students’ Perspectives About Gaining Canadian Work Experience

Arthur

Woodend

Gust

et al. 2022

cjcd

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This study provides insights into international students’ perspectives of preparing for entry into employment in the Canadian workforce. From a human capital perspective, international students are valuable resources for the Canadian labour market and other countries where populations are in decline. However, most research on international students has focused on their initial transition experience, and available research on their employment experiences is often limited to the post-graduation transition. International students need to build their capacity for employment concurrently while they are studying, gaining local work experience. In this article we present an analysis of critical incidents collected from international students which highlights five key barriers in their experience of the Canadian work context, including policies and procedures, competition and economic conditions, challenges for navigating local cultural norms, language abilities, and their personal life circumstances. The discussion draws connections between international student recruitment and their longer-term goals for residency in Canada, with recommendations for bridging policies and services.

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Section: The Current Studymentioning

confidence: 99%

It’s Not As Easy as They Say: International Students’ Perspectives About Gaining Canadian Work Experience

Arthur

Woodend

Gust

et al. 2022

cjcd

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“…Objective barriers include the temporary nature of the visa and the availability of jobs that fit the visa length (ibid). Additionally, barriers arise from a constrained labor market in the host country characterized by employers’ lack of understanding about the policy and preference for local citizens or permanent residents (Blackmore & Rahimi, 2019; Coffey et al, 2021; Tran et al, 2020a, 2020b). Other factors that impede temporary graduates’ employment opportunities include their lack of local work experiences and networks as well as lack of continuing support from universities for alumni employability development (Berquist et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Post-Graduation Work Visas and Loopholes: Insights into Support Provision for International Graduates from the Perspectives of Migration Agents, Universities, and International Graduates

et al. 2022

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Major host countries of international students such as Australia, Canada, New Zealand, the UK, and the US have introduced post-study work rights as a strategic policy to both enhance their destination attraction and support international students’ post-graduation work experiences. While this policy is generally welcomed by both host institutions and international students, little is known about the support mechanism for the growing cohort of international student graduates who stay in their countries of study on temporary graduate visas, especially in relation to major concerns such as post-graduation work, visa application, and migration pathways. This article fills this gap in the existing literature. It is derived from a study that includes 50 interviews with university staff, agents, and international graduates. It uses positioning theory as a conceptual framework. The article assesses the role of universities in supporting their international alumni on temporary visas. The findings of the study raise concerns about the scope of university advice. It reports loopholes which legitimize the practices of migration agents to the conditions that enable them to exercise their exclusive rights in providing work-migration nexus advice to international students and graduates, making this cohort vulnerable to exploitation of unethical agents. The study provides the evidence base to develop recommendations for related stakeholders in improving the post-graduation experiences of international student graduates who remain in the host countries on temporary visas.

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“…Significant evidence shows how governments' policy attempts to secure immigration pathways for international students have not necessarily translated into practice (see Coffey et al, 2018;Scott et al, 2015). Intercultural perspectives, so often embraced in the policy documents, do not always materialize in curriculum or teaching practice (Guo & Guo, 2017).…”

Section: Introductionmentioning

confidence: 99%

The political process of international education: Complementarities and clashes in the Manitoba K-12 sector through a multi-level governance lens

Tamtik

O'Brien-Klewchuk

2020

EPAA

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International education has become a policy sector of growing importance to Canada. With increased government regulations, disconnect is often observed between the intended policy outcomes and practice. This study aims to explain this disconnect by analyzing the heterogeneity among stakeholder interests. It focuses on 1) distribution of authority; 2) heterogeneity of values; and 3) complementarities and clashes in policy issues. A multi-level governance (MLG) framework (Chou et. al., 2017; Hooghe Marks, 2003), as a guiding theoretical lens, is applied to examine the interactions among governments (federal-provincial), non-governmental organizations, school administrators, international students and their families in the context of the Manitoba K-12 sector. Data for this study were collected through document analysis and 40 semi-structured interviews. Findings indicate increased steering power of both the federal and provincial governments to regulate international education with conflicting agendas based on political ideologies. The pursuit of Canada’s economic competitiveness through K-12 international education has led to a rise in the authority of non-governmental actors, including parents and students, to shape the services, programs and curriculum content offered by public schools. The study proposes adding an additional layer to the MLG framework, that of the complexities within stakeholder groups.

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The Job Seeking Experiences of International Graduates in the Host Country: Australia’s Lost Opportunity?

Cited by 26 publications

References 50 publications

It’s Not As Easy as They Say: International Students’ Perspectives About Gaining Canadian Work Experience

It’s Not As Easy as They Say: International Students’ Perspectives About Gaining Canadian Work Experience

Post-Graduation Work Visas and Loopholes: Insights into Support Provision for International Graduates from the Perspectives of Migration Agents, Universities, and International Graduates

The political process of international education: Complementarities and clashes in the Manitoba K-12 sector through a multi-level governance lens

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