1. University Experience Adjustment & Adaptation
International Education, Future Citizens, and the Labour Market: Challenges and Prospect for Ontario.
Colin Scott1, Amira Masri2, Saba Safdar1, & Roopa Desai Trilokekar2
1 Centre for Cross-Cultural Research, Department of Psychology, University of Guelph; 2 Department of Education, University of York
Abstract
Participant Demographics:
University of Guelph (n = 24)
York University (n = 24)
Age group
18 – 23: 10
24 – 30: 13
41 – 50: 1
18 – 23: 11
Gender
8 Male (33.3%)
16 Female (66.7%)
4 Male (16.7%)
20 Female (83.3%)
Average number of months in Canada
30.9
45.4
Average number of months at University
21.0
40.9
Participants with on-campus work experience
50.0%
70.8%
Participants with off-campus work experience
40.9%
66.7%
Percentage intending to remain in Canada after graduation
72.7%
83.3%
Discussion
A comparative analysis of the selected cases highlights the challenges IS experience at two Ontario post-secondary institutions. Applied thematic analysis suggests that while the experiences of IS is typically positive, barriers remain at the institutional-and policy-levels that have real implications on the adjustment and adaptation outcomes affecting the successful transition into the domestic labour force.
While academic programs are perceived to be of high-quality, applied training that directly prepares IS to navigate the Canadian labour market is limited.
Substantial variation exists among IS with respect to their knowledge and awareness of resources that are available to enable their successful integration into Canadian academic, sociocultural and economic life.
IS perceive networking to be the greatest contributing factor to identifying employment opportunities. As several participants noted, gaining meaningful work experience is “…about who you know, not what you know.”
Perceived prejudices and discriminatory behaviours (“modern racism”) are believed to hinder IS efforts of finding employment in their field.
While the permit application process is generally seen as efficient, too often delays are experienced which result in missed opportunities. Frequent policy changes and a lack of a unified communication system add confusion to the process.
Psychological and Sociocultural adjustment factors play a critical role in IS labour market integration (i.e., language ability and self-confidence; family support; intercultural contact).
Current policy initiatives aim to address a national shortage of skilled workers by encouraging skilled foreigners to settle in Canada. International Students (IS) are particularly encouraged to find employment in Canada upon graduating because they are seen as being better integrated into Canadian society, having already undergone Canadian education and training. We examined this assumption through focus groups with 48 IS at two Ontario universities that are especially popular among IS. Through an application of thematic analysis our results speak to several themes that highlight the extent to which assumed outcomes often do no align with the lived experiences of IS as they transition into the Canadian labour market. Particular attention is paid to the perceived barriers IS encounter as they begin to establish themselves as workers in Ontario, as well as their experiences utilizing the services and programs available to help them integrate into local communities. Public policy implications are discussed.
IS & Public Policy
Research Methodology
Purpose:
We conducted a qualitative study of the adjustment and adaptation experiences of IS as they navigate Canadian post-secondary education and transition into the Canadian labour market through focus groups at two Ontario universities popular among IS.
Approach:
We selected two Ontario universities that are particularly prominent among IS and which contrast in distinct ways. The University of Guelph was selected because it ranks highest in IS satisfaction among Ontario Post-Secondary institutions and is located outside of the Toronto Area. York University was selected because it has one of the largest student population in the country and is located in the Toronto Area. 11 in-depth focus groups lasting approximately 2 hours were conducted.
Recruitment
We employed a snowball sampling procedure to contact IS by engaging IS support offices, University departments, IS contacts, as well as on- and off-campus recruitment initiatives.
As a critical component of Canada’s Economic Action Plan, the federal government is investing heavily into the recruitment and retention of IS.
“Attracting more international students and researchers to Canada and supporting Canadian students abroad will foster innovation and create jobs and opportunities in every region of the country.” (Dept. Foreign Affairs Trade & Development, Jan15, 2014)
A $20-million Federal policy initiative has begun which aims to “double the number of IS choosing to come to Canada by the year 2022 without displacing Canadian students”.
• Attract 450,000 international researchers & students
• Create 86,500 new jobs for Canadians
• Raise IS expenditure in Canada to $16.1B
• Provide an approx. $10B boost to the national economy
Recommendations
Analysis
IS are not a homogenous group. Unique cultural backgrounds and institutional experiences differentially impact their successful integration into Canadian sociocultural and economic life.
A shortage of formal employment opportunities in career-related fields is a noted criticism at both universities. At the institutional level, cooperative work programs should be expanded to include IS. At the policy level, greater investment from all levels of government is needed to ensure that sufficient resources (staffing, funding, programs and services), infrastructure (channels of communication, monitoring and evaluation), and support (language training; immigration, housing, and academic assistance) are available to manage the program effectively.
University representatives in IS home countries are occasionally thought to be “over-selling” funding availability. Private and public partnerships to develop internship opportunities in career-relevant fields for IS should be offered to ease financial stability and strengthen applied experiences.
Greater financial support for future research on the adjustment outcomes of IS is needed, particularly for longitudinal studies.
Structured in-depth focus group data was transcribed verbatim and explored through a guiding framework of applied thematic analysis. First, a standardized coding scheme was developed. Second, cases were individually explored for emerging themes. Third, we undertook a critical assessment of unique and shared themes pertaining to adjustment before collapsing across cases and revisiting the data in collaboration. Finally, commonalities were identified and shared barriers to adjustment are explored.
Emerging Themes
Work Experience
Networking
Employer perceptions
Uncertainty navigating the labour market
University Experience
Academic
Social
Programs & Services
Adjustment & Adaptation
Community Connectedness
Language confidence
Support (Family & Homesickness)
Permits & Policies
Delays
Frequent changes
Disjointed communication
Source: CIC, 2012