Article

Career development influences of international students who pursue permanent immigration to Canada

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Abstract

This research focused on the career decision and planning needs of a unique group of migrants: international students who are completing their studies as temporary immigrants and who are embarking on the career journey of employment and permanent immigration. A semi-structured interview employing a Critical Incident Technique was used to assess the career influences of 19 undergraduate and graduate international students at a Canadian university. Data were analyzed using a constant comparison method and critical incident protocol. Students were motivated to remain in Canada due to enhanced job opportunities and high standard of living. Barriers to migration included the fear of not securing employment and cultural and linguistic barriers. International students would like to see campus and career services specified to the needs of international and graduate students to help them realize their goal of pursuing employment as the key to permanent immigration.

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... International students are valuable assets to the U.S. HEIs and continue to enhance the overall collegiate experience for students on campus. They also have an impact on the internationalization of U.S. HEIs and the global reach and impact they make around the world (Arthur & Flynn, 2011;Urban & Palmer, 2014). HEIs benefit greatly from the presence of this student population due to their cultural, academic, and financial contributions (Arthur & Flynn, 2011;Breuning, 2007;Hanassab & Tidwell, 2002;Peterson et al., 1999). ...
... They also have an impact on the internationalization of U.S. HEIs and the global reach and impact they make around the world (Arthur & Flynn, 2011;Urban & Palmer, 2014). HEIs benefit greatly from the presence of this student population due to their cultural, academic, and financial contributions (Arthur & Flynn, 2011;Breuning, 2007;Hanassab & Tidwell, 2002;Peterson et al., 1999). Financially, international students contribute more than $45 billion to the U.S. economy through tuition and fees along with all the other living expenses incurred (Institute of International Education, 2022). ...
... Culturally and academically, they diversify HEIs and enrich both the learning and the social environment on campus. Their presence can internationalize the curriculum and enhance future recruitment opportunities (Arthur & Flynn, 2011). Domestic students who are unable to travel to countries outside the United States can gain cultural competency and learn about world cultures, religions, languages, food, and more by interacting with this population on campus (Hanassab & Tidwell, 2002;McMurtrie, 2011). ...
Article
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On July 1, 2021, the National Collegiate Athletic Association suspended its amateurism bylaw, allowing states to pass name, image, and likeness legislation. This opened the floodgates in intercollegiate athletics, allowing student-athletes to earn income and other financial incentives by engaging in sponsorships and other commercial deals with companies and organizations. Despite this, international collegiate athletes are currently prohibited from monetizing name, image, and likeness opportunities in the United States due to exclusionary restrictions on the F1 student visa status. There has been limited discourse regarding this near exclusion, leaving international collegiate athletes a silent group with few advocating for changes to ensure equity. This preliminary study investigates the perceptions of National Collegiate Athletic Association Division I intercollegiate athletic practitioners and coaches on the impact this exclusion can have on a wide range of issues, including recruiting, team dynamics, and job function. Findings suggested there are five main areas where this legislative gap will have an impact, including education, finance, diversion, equity and fairness, and American exceptionalism.
... In 2018, international students generated about $22 billion for the Canadian economy through tuition revenue and benefits to other sectors of the economy, including jobs, the service sector, housing, recreation, and tourism (El Masri & Khan, 2022, p. 10). International students who "study and stay" are seen as a "promising way" to fill critical job shortages in the country as skilled migrants, with Canadian educational credentials, exposure to Canadian culture and the labour market, and linguistic articulacy in English/French (Arthur & Flynn, 2011;Li et al., 2016;Wang, 2018). Despite the expansion of the international student population, universities continue to focus primarily on providing academic and linguistic resources (Kang, 2020), leaving international students, as temporary migrants who are ineligible for federally-funded settlement services, to resolve newcomer settlement challenges by building social connections with academic and nonacademic groups (Sherry et al., 2010). ...
... In the early stages of adjustment, students need to secure affordable and accessible housing, obtain accurate academic information, figure out transportation systems, set up bank accounts, enroll in language training, and begin to search for part-time work (IRCC, 2016;Murphy, 2010;Shields & Praznik, 2018). In the second stage, adaptation, many students struggle to meet academic requirements and achieve sufficiently strong writing and speaking abilities to perform adequately in classes, establish social connections to lessen their social isolation and loneliness, secure part-time work, and navigate complex systems (Arthur & Flynn, 2011;Shaffir & Satzewich, 2010;Shields & Praznick, 2018). In the final stage, integration, international students may start to feel a "sense of attachment" or belonging in Canada through their participation in different aspects of Canadian society without giving up their attachment and belonging to their home countries (Shields et al., 2016;Shields & Praznik, 2018). ...
... 4-5). While they do acquire some friendships with peers in the classroom, in group projects, and in study groups, students find it difficult to form strong friendships due to miscommunication problems resulting from differing values, social rules, attitudes, and communication styles (Arthur & Flynn 2011;Chapdelaine & Alexitch, 2004;Chira, 2013;Li & Tierney, 2013;Scott et al. 2015;Trilokekar et al., 2014). International students with depleted social networks experience social isolation, loneliness, and poorer mental health outcomes (Netierman et al., 2022). ...
Article
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When coming to Canada to pursue post-secondary education, international students experience academic, financial, employment, and social and emotional challenges. Drawing on social network studies and studies of social anchoring, twenty-three in-depth interviews with South Asian and Chinese international students reveal the ways they navigate these issues in their post-secondary school environments. We find that international students work hard to establish social networks by making new connections at school, and students turn to their institutional networks for assistance. However, institutional networks alone are inadequate, and international students must also find support and advice through their family and community networks. We conclude that having strong institutional, family, and community networks are crucial to the social anchoring of international students in Canadian society. Social networks mitigate the challenges that international students encounter as they build their futures through post-secondary education.
... What makes international students a desirable source of skilled labour is a combination of their familiarity with the destination country, education credentials, and knowledge and contacts from their home countries Hawthorne, 2014). Even though their international experience is presumably an asset for the diversification of the local labour pool, gaining local workforce knowledge and experience are pivotal factors for enhancing their longer-term employment prospects (Arthur & Flynn, 2011). Aligned with positioning international students as an important source of skilled labour, governments have created immigration policies to incentivize international students to study and then work post-graduation. ...
... Just as there are many motives for the destination country to pursue international students, there are also many motives for international students to pursue international education. One of the main reasons is to gain valuable credentials for pursuing future educational or employment opportunities (Arthur & Flynn, 2011;Berquist et al., 2019;Nilsson & Ripmesster, 2016). From a human capital perspective, international education is an investment both for individuals in terms of increasing their employability, as well as economic growth through adding skilled workers to the labour market. ...
... The degree to which international students are able to make new contacts and build their cultural and social capital is important for helping them pursue their career goals (Arthur, 2017;Nguyen & Hartz, 2020). Unfortunately, lack of understanding about cultural expectations, and negative experiences related interpersonal interactions, may pose as barriers that that deter students from remaining in Canada (Arthur & Flynn, 2011;Bond et al., 2007). Research in the UK also found that international students expressed plans to leave the country when they believed that employers were not interested in hiring international students or they expected significant language barriers for employment (Nilsson & Ripmeester, 2016). ...
Article
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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.
... Several studies, however, suggested that along with factors such as limited access to pregraduation work experiences (Chen & Skuterud, 2017;Bond et al., 2007;CIC, 2015;Trilokekar et al., 2014;2016;Qian, 2017), many ISGs report limited personal and professional networks in Canada as a major factor influencing and creating a huge barrier in their job search (Arthur & Flynn, 2011;Chen & Skuterud, 2017;Chira, 2013;Lyakhovetska, 2004;Scott et al., 2015). Thus, ISGs ability to gain competitive pre and post graduation work experience and build required personal and professional networks severely impacts their LMOs and eventually their intention and pursuit of PR. ...
... Studies revealed that ISGs report facing discrimination due to their accents, language proficiency, and their international students' status (Crosby, 2010;Trilokekar et al., 2014;Chira, 2013;Nunes & Arthur, 2013;Scott et al., 2015;Arthur & Flynn, 2011). Canadian employers, according to ISGs, did not always recognize the value of a diverse labour force and (presumably) discriminated against them because of their international status, race, language ability and accents (e.g., Nunes & Arthur, 2013;Mandal, 2009). ...
... ISGs spoke to other language challenges such as acceptance of their English accents. Previous research has identified the discriminatory effects of international status, race, language ability and accents (e.g., Mandal, 2009;Crosby, 2010;Arthur & Flynn, 2011;Chira, 2013;Nunes & Arthur, 2013;Trilokekar et al., 2014;Scott et al., 2015). Ahsan (2021) also mentions that communication style and patterns of speech and accent, such as "sounding Canadian," and speaking white Standard English is more acceptable as "soft skills". ...
Technical Report
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Based on a series of studies that revealed that international student graduates (ISGs) who complete Canadian educational credentials do not have a smooth and easy transition into the Canadian work force, this study attempted to fill specific research gaps to identify and further analyse the factors that contribute to the gap between the labour market performances of ISGs and domestic student graduates (DSGs) in two provinces: Ontario and Nova Scotia. Research Questions The following research questions guided this study: 1.How does the international student graduate experience in transitioning to the labour market differ from their Canadian born counterparts? Specifically, what differentiates the international student graduate experience in terms of access, transition, and success in the Canadian labour market? 2.What personal (race, gender, age, country of origin, previous travel experience, education in and proficiency in English language, years in Canada, social networks) and professional (level of qualifications, subject of study, work related experience both during and post study) characteristics differentiate the more successful international student graduates from less successful international student graduates when it comes to employment in their subject of study and commensurate with their qualifications? 3.What characteristics differentiate employers in their international student graduate’s hiring practices (type, size and scale of business, diversity policies, background of hiring managers, and previous experience with international student graduates)? How do employers differentiate between international student graduates and their Canadian born counterparts? Methodology The study was conducted as a three-phase mixed methods approach, (1) a survey targeting domestic and international student graduates (2) interviews with international student graduates and (3) interviews with employers and community agencies. Ontario and Nova Scotia were selected as two provinces for this study given their contrasting differences by way of location, size, and attractiveness. A total of 8 educational institutions were selected based both on their locations (province and urban/rural) and levels of study (college/university). A total of 1272 surveys responses (domestic student graduates (DSGs): 630 and international student graduates (ISGs): 642) were analyzed given a set of 8 hypothesis and the use of multiple regression analysis. Further, 100 ISGs interviews were conducted. Additionally, 14 employers and 6 community agencies were interviewed. All interview transcriptions were thematically coded and analyzed using ATLAS.ti
... El Masri et al. (2015) report that support services tend to be focused on international students' initial start as students, rather than later in their student career when employability becomes an increasing concern (El Masri et al., 2015). International students have been very vocal in asking for employment support (Arthur & Flynn, 2011;Esses et al., 2018;Nunes & Arthur, 2013;Scott et al., 2015;Trilokekar et al., 2014). Research reveals that international students perceive their postsecondary education institutions as playing a key role as brokers with immigration officials and future employers (Trilokekar et al, 2014;. ...
... International students report wanting to make Canadian friends but feeling as though linguistic and cultural differences serve as strong barriers inhibiting their ability to make Canadian friendships (Arthur & Flynn, 2011;Chira, 2013;Li & Tierney, 2013;PNSG, 2018;Scott et al., 2015;Trilokekar et al, 2014). International students' social networks seem to consist primarily of co-nationals and other international students (Chira, 2013;Esses et al., 2018;Houshmand et al., 2014;Scott et al., 2015). ...
... International students' social networks seem to consist primarily of co-nationals and other international students (Chira, 2013;Esses et al., 2018;Houshmand et al., 2014;Scott et al., 2015). International students perceive making friends with domestic students to be difficult which is especially true for international students (but not exclusively) whose first language is not English (Arthur and Flynn, 2011). International students report instances where they are shunned, devalued, and discriminated against, which led them to seek safer socialization with members of their own racial and cultural groups (Houshmand et al., 2014). ...
Technical Report
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As international student populations continue to climb in Canada, there is a heavy impetus for the lived experiences of international students to be examined in order to better inform the infrastructure meant to support them throughout their journey in Canada. International students arrive from various locations with various experiences and multiple stakeholders are tasked with supporting their transition to Canada. These stakeholders are typically identified as educational institutions and relevant governmental bodies; however, researchers have identified the roles of far wider networks including employers, community organizations, healthcare workers, social welfare groups, and many more. In an effort to unify these stakeholders and synergize their strengths to support international students, the Improving International Post-Secondary Student Experience Advisory Roundtable was struck to respond to ongoing and growing concerns about postsecondary international students’ lived experiences in the city of Brampton and broader region of Peel. This report provides a comprehensive review of academic literature that examines international students’ experiences in Canada, tying in media stories and meeting minutes within the Peel context when applicable to supplement the lack of academic literature concerning the Peel context. This study is informed by the following research questions: 1. What does the literature tell us about the lived experiences of postsecondary international students in Canada before, during, and after their period of study? 2. What recommendations has the literature proposed to address the challenges international students face before, during, and after their period of study? The review is placed within the global, Canadian, and Peel context. Globally, international student numbers continue to soar with three apparent motives for recruiting international students: economic motivation, immigration motivation, and geopolitical strategies. Canada takes up these three motives in stride and has successfully become a world leader in international education, with government policy acting as a strong lever to increase the international student population. Canada has undergone a series of immigration policy changes that position international education as a pipeline to immigration in the pursuit of retaining international students who are seen as ‘ideal immigrants’ due to their Canadian credentials and acculturation period (Trilokekar & El Masri, 2016; 2017). Within Ontario, which has the highest international student population of the provinces, Peel Region is home to 80 postsecondary Designated Learning Institution campuses, which can admit international students. However, only thirteen of these institutions offer programs that allow international students to be eligible for the Post-Graduate Work Permit (PGWP), which is integral to successful immigration. A comprehensive literature review was conducted to examine current research pertaining to the lived experiences of international postsecondary students in Canada. While academic literature comprises the bulk of the literature review, governmental, or ‘grey,’ literature was also reviewed to supplement key statistics not found in the academic literature concerning Peel. To ensure relevancy and reflection of major policy changes, literature dated before 2010 was not considered. Two gaps in the existing literature influenced the themes emerging in this report. First, there is very limited literature that examines international students’ experiences in the private sector (private colleges and public-private partnerships). Second, there are less than a handful of studies that focus on the Peel context. To address this and to ensure that this report captures the Brampton/Peel-specific experiences, popular sources such as news stories and meeting minutes were included in subsections within the review. A total of 83 relevant sources were reviewed and thematically organized into categories following the journey of international students: pre-arrival; experiences during postsecondary education; and transition into the labour market.
... In their study of international graduates pursuing permanent immigration to Canada, Arthur and Flynn (2011) found that English proficiency is one of the primary barriers to their successful integration (Arthur & Flynn, 2011). As foreigners in Canada, participants believed that they were able to communicate effectively in general in English; however, they encountered some difficulty in understanding some expressions and the use of nuanced language. ...
... In their study of international graduates pursuing permanent immigration to Canada, Arthur and Flynn (2011) found that English proficiency is one of the primary barriers to their successful integration (Arthur & Flynn, 2011). As foreigners in Canada, participants believed that they were able to communicate effectively in general in English; however, they encountered some difficulty in understanding some expressions and the use of nuanced language. ...
... Support from fellow students and one's professors can help in identifying relevant job opportunities and securing employment (Kim, 2015;Kim & Han, 2017). Some professors/supervisors can provide international students with information on jobs that are available and also introduce them to key company contacts (Arthur & Flynn, 2011;Popadiuk & Arthur, 2014). This support helps reduce barriers in the job application process and provide more direct links to employers. ...
Article
Purpose Among a sample of 281 active-duty Canadian police officers, the current study investigated whether perceived organizational support (POS) would predict officers' organizational cynicism, stress and emotional exhaustion three months later. The moderating influence of officer voice on these relationships was also examined. Design/methodology/approach In collaboration with a large policing organization, online surveys collecting quantitative data and soliciting open-ended comments were administered to officers, with a three-month lag separating survey administrations. Findings The results reveal that POS predicted significant variance in each of the investigated outcomes. It was found that voice moderated the association between POS and organizational cynicism, but in a manner that suggests a suboptimal voice climate within the organization. Officers provided open-ended qualitative comments that supported this interpretation. Practical implications The evidence supports that if organizational leaders wish to prevent disadvantageous outcomes such as organizational cynicism, stress, emotional exhaustion and their consequents, then advancing both organizational support and a positive voice climate is recommended. Originality/value The results suggest that voice interacts with POS to influence organizational cynicism among police, highlighting the importance of responsiveness to voice for police management, and thus serving as an important bridge between theory and practice.
... More than 20% of international students stay in Canada as permanent residents after graduation (Lu & Hou, 2015). This large pool of students represents a great opportunity for the domestic economy to (1) maintain a steady flow of educated permanent residents, (2) ensure economic development, and (3) import diverse skills and foreign knowledge (Arthur & Flynn, 2011). Consequently, many developed countries are seeking to increase their intake of international post-secondary students (e.g., Canada; Lu & Hou, 2015). ...
... Second, the school-to-work transition of international students is relatively unknown. As most scholars have focused on international students' arrival in destination countries and the early stages of cultural adjustment, less is known about their later years of education (Arthur & Flynn, 2011). Third, most research on international students has focused on graduate students rather than undergraduate students, who make many career-related decisions with long-term consequences (e.g., Arthur & Flynn, 2011;Bozionelos et al., 2015). ...
... As most scholars have focused on international students' arrival in destination countries and the early stages of cultural adjustment, less is known about their later years of education (Arthur & Flynn, 2011). Third, most research on international students has focused on graduate students rather than undergraduate students, who make many career-related decisions with long-term consequences (e.g., Arthur & Flynn, 2011;Bozionelos et al., 2015). Finally, although international students struggle with many similar challenges such as being away from family, this population is not homogenous (Lee, McMahon, & Watson, 2018). ...
Article
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Recruitment of high-quality international students requires meeting their career-related needs. The present study compares the career expectations of international students from various origins with those of their domestic peers. Data were collected from 23,950 students in Canadian Universities, 3,020 of whom were international students. Results indicated that while all groups had the same top work attributes and career goals, there were significant differences between international and domestic students across indicators. Similarly, regardless of origins, international students had the same top priorities, with significantly different expectations. Implications for theory and practice are discussed.
... Friesen (2011) suggested most employers associated SFIPs with a strong work ethic, open-mindedness, and a sense of responsibility. Arthur and Flynn (2011) noted that international students were more attractive to employers because they not only bring valuable knowledge of the work practices of their home country, but also have acquired valuable local expertise as a result of studying in Canada. International students were appreciated for their multiple perspectives and resilience (Desai-Trilokekar et al., 2016). ...
... In Factor One, the focus is overwhelmingly on the added value that SFIP bring to the workplace, a viewpoint corroborated by Desai-Trilokekar et al., (2016), Friesen (2011) and Arthur and Flynn (2011). If experience, education, and English fluency were relatively equal, one could surmise that employers sharing this worldview would hire an international pathway student over a Canadian student given their eagerness and potential for enriching workplace diversity. ...
Article
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This study explored Canadian employers' perspectives around the hiring of students who come from international pathways (SFIP) using Q Methodology. The research question was: "What are employer perceptions and practices regarding the hiring of students who come to Canadian (B.C.) post-secondary institutions via international educational pathways?" Four distinct worldviews emerged regarding employers' perspectives around the hiring SFIP: (1) candidates' qualifications are key and diversity is a real asset; (2) international pathway students are difficult and just not a good workplace fit; (3) candidates are hired based on who is deemed most likely to succeed in our organization; and (4) while philosophically committed to diversity, our hiring commitment remains with Canadians. All employers noted that English language and cultural competencies were critical requirements influencing their hiring decisions. This raises important implications for practitioners and institutions where SFIPs study and suggests that additional English language and intercultural supports are needed. [Note: The page range (323-344) shown on the PDF is incorrect. The correct page range for this article is p332-344.]
... In addition, attitudes towards foreigners can be important factors in attracting and retaining international students (Choudaha, 2017;Lomer, 2018). Several studies (e.g., Arthur & Flynn, 2011;Aydin et al., 2021) have shown that political factors play a salient role, particularly for those coming from countries where political tension and conflict is high, with increasingly restrictive government policies. ...
... Almost all participants repeatedly expressed such sentiments as 'the lack of job security', 'want a secure job' and 'fear of finding a job' if they returned to Turkey. Employment opportunities, whilst often considered as economic factors (Arthur & Flynn, 2011;Hazen & Alberts, 2006), were attributable rather to the political atmosphere in Turkey, indicating the highly politicised nature of the economy. According to many participants, political discrimination in Turkey limits employment opportunities for those not supporting the government and its policies, fostering a fear of being unemployed: ...
Article
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International student mobility contributes to a knowledge‐based economy and forms an important component of a highly educated migration. This paper aims to identify how far political factors—including political discrimination, restrictions, freedom, UK migration policies and social cultural norms and policies—enhance or inhibit individuals' capabilities to become mobile. It offers a novel conceptualisation of mobility, drawing on structuration theory and the capability approach, to reveal the link between structure, capability and agency in the mobility process. Semi‐structured in‐depth interviews were conducted with 40 PhD students, two professors from Turkey in the United Kingdom and three international education experts. A capability list established shows how mobility occurs when students' capabilities (freedoms) fail to flourish and they lose their power (capacity) to influence society due to the political environment in the home country. ‘Impo‐mobility’, derived from the word ‘imposed’, is proposed to refer to highly educated people having to become mobile as a result of impositions placed upon them by home and host‐government political practices. An appealing political environment is necessary if Turkey is not to lose highly educated individuals and the United Kingdom is to remain a global player in international higher education.
... International students bring expertise regarding labor practices and customs from their home country and acquire valuable local experience, (4) the prospect of migration can be used as a marketing advantage to recruit additional fee paying international students. These reasons suggest reciprocal influences between the contributions of international students as learners and as future workers in the host society's skilled labor force [74] [71]. ...
... The respondents noted that it is urgent for them to be guided by their tutors and therefore the tutors should be informed about the possibilities of guidance for career planning and decision-making. Thus, it is the third phase of the career planning and decision-making needs of international students that requires systemic support from the universities of the host country [71]. ...
... Considering the dearth of extant literature aimed at exploring the pertinent topic of young Canadians career-decision making within an ever increasingly digital economy, the ECIT methodology was used to guide this exploration. This approach has been successfully utilized in studies involving similar research questions and populations (Arthur & Flynn, 2011;Britten & Borgen, 2010;Mathew, 2019). ...
Article
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Young Canadians are making career decisions in a labour market context that is being transformed by technology and digitization. The rapid, unbalanced shifts brought on by technology and automation have left gaps in knowledge related to how young people are navigating their career decisions considering the emergence of the digital economy and the way career practitioners can best support young people in successfully exploring career options. This study explored factors that helped and hindered 14 young adults who self-identified as doing well navigating career decision-making within the multiple options, opportunities, and challenges posed by the digital economy.
... Les programmes intégrés à la formation liée au travail, associés aux services d'établissement et de soutien, ont été salués par les communautés de personnes immigrantes, selon des études antérieures (Nourpanah, 2019). Ces programmes voient les établissements d'enseignement collaborer avec les organismes gouvernementaux et les organisations du secteur (Arthur et Flynn, 2011) de l'établissement pour créer des programmes sur mesure et des ateliers visant à répondre directement aux besoins des personnes immigrantes en matière d'intégration au marché du travail et d'établissement (Han et al., 2022). Volume 3 ...
Article
Les nouveaux arrivants au Canada font face à divers obstacles à leur intégration économique, allant du manque de familiarité avec l'anglais ou le français et la culture canadienne aux réglementations restrictives concernant les titres de compétences étrangers. Ces obstacles se manifestent par des écarts de compétences entre les nouveaux arrivants et l'industrie, pour laquelle les compétences des nouveaux arrivants ne correspondent pas à ce que recherchent les employeurs. Cet article examine la littérature sur les écarts de compétences au Canada, mettant en évidence le besoin de programmes et de services visant à soutenir les nouveaux arrivants dans leur approche avec ces obstacles et à combler l'écart de compétences. Ensuite, l'article présente une argumentation en faveur du développement des compétences entrepreneuriales en tant que voie alternative à l'intégration économique pour les nouveaux arrivants. Enfin, trois programmes de développement des compétences sont analysés, démontrant l'efficacité potentielle de telles interventions pour aider les nouveaux arrivants à surmonter les obstacles à l'intégration économique.
... This tendency is prevalent in several sectors of society including higher education and sport. Institutions of higher education promote internationalisation and development of their global reputation through migration and an exchange of faculty (Hristova et al., 2013), and by recruiting international students from diverse backgrounds (Arthur & Flynn, 2011;Peterson et al., 1999;Urban & Palmer, 2014). ...
Article
Full-text available
Background: Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports provide the conceptual framework for this study.Objectives: The study investigated the dual sports career experiences of South African track and field student-athletes who studied at universities in South Africa and the United States of America (USA). Objectives determined satisfaction in terms of student-athlete support systems in their chosen localities.Method: This qualitative study used a purposive sample of 12 participants from a general population of South African junior track and field athletes who pursued dual careers. Data were collected through semi-structured interviews.Results: The respondents found the US National Association Collegiate Athletic Association (NCAA) sports system superior to the South African sports system. The dual-career student-athletes transitioning through the last two stages of the South African Long-Term Athlete Development model reported a lack of support that negatively impacted the success of their dual career balance.Conclusion: The South African context of student sport is not generally conducive to creating and enabling a dual sports–academic career environment because of insufficient contextual, processional and sports-specific factors. The participants perceived the NCAA system of student sport as holistic and supportive of their dual-career development.Contribution: This study adds to the limited pool of knowledge relating to the dual-career development of student-athletes, and provides a base line for future research studies.
... The postsecondary-level international student population has grown dramatically by 199% from 2015 to 2022, with a current total number of 428,685 students (Government of Canada, 2023). Universities and colleges enroll and cultivate highly qualified international students with specialized knowledge and support them to gain postgraduation work experience (Arthur & Flynn, 2011;Scott et al., 2015). The Canadian government aimed to provide opportunities for international students to work after graduation to boost the national labour market. ...
Article
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International students frequently encounter difficulties using university career services for their postgraduation career development. University career services provide very little customized and inclusive support for international students coming from different national and cultural backgrounds. By adopting neo-racism theory and drawing on findings in the literature and from my master’s thesis, I provide a critical discussion on how this lens can be applied in analyzing international students’ challenges in using career resources in the Canadian context. Pragmatically, the paper underscores the need for university career centres to adopt a culturally sensitive approach to support international students’ career development.
... International students also experience significant post-migration challenges in managing their academic programs and planning their future career in addition to their initial difficulties related to language barrier, limited social network, and cultural differences (Arthur and Flynn 2011;Dyer and Lu 2010;Popadiuk and Arthur 2014). According to past studies, students from ethnic/racial minority groups struggle the most in the process of searching for a job and getting hired, which in turn, impedes their occupational success (Hasmath 2016;Zschirnt and Ruedin 2016). ...
... In general, findings suggest that having some international experience is appreciated by employers. This information is important for both home and host countries, especially when it comes to developing countries that are currently investing in human training [45,52,58]. Studies like those by Trooboff et al. [59] and Jacobs [56] confirm the value of ISM. ...
Article
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Every year, an increasing number of students decide to study abroad in non-English-speaking countries, and Spain is recently a very popular destination within Latin American and Caribbean (LAC) communities. This paper attempts to deepen our knowledge of the impact of international student mobility (ISM) on students' multicultural identity and career development. To do so, the experiences of 10 LAC students who completed a one-year degree programme in Barcelona are examined. Semi-structured interviews were employed to evaluate the international experiences one year after their completion. During their post-mobility interviews, participants were able to reflect on the ISM through a structured dialogue that allowed them to analyse the experience from a distance. Findings indicate that the ISM helped them to grow personally and professionally and, one year after the stay, they are aware of this evolution. They show an increase in their self-confidence, and they see the experience as an opportunity for personal maturity. This suggests that universities should consider the importance of offering guidance to these students when they end their master's degree and are considering their plans for the future.
... Second, studies have addressed sociolinguistic experiences as contextual barriers for people with various levels of English language proficiency to access employment and decent work. Studies have found that international students perceive that insufficient English language proficiency and related confidence restrict their occupational options (Arthur & Flynn, 2011;Han et al., 2022;Reynolds & Constantine, 2007). In terms of language-related discrimination, job applicants with non-native accents tend to be perceived as less competent or a threat to organizational norms, resulting in underemployment, regardless of their qualifications (Binggeli et al., 2013;Han et al., 2022;Risberg & Romani, 2021;Russo et al., 2017;Shields & Price, 2002). ...
Article
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Language is a carrier of culture, identity, and skills that impacts vocational behaviors. However, the role of English language in Asian international students’ experiential sources of self-efficacy has not been assessed. The present study aims to explore the relations between sociolinguistic experiences, including English proficiency (EP) and perceived language discrimination (PLD), and experiential sources of self-efficacy (prior success, verbal persuasion, vicarious learning, and physiological and emotional states) in a sample of 124 Asian international students in the USA. Results from a polynomial regression model with response surface mapping indicated that the agreement between EP and PLD was associated with prior success and verbal persuasion only for students at extremes. The discrepancy between EP and PLD was associated with prior success and verbal persuasion linearly. Suggestions for future research and implications for vocational guidance are discussed in terms of supporting Asian international students.
... While educational financing was not a major problem for our research participants, they encountered the usual adaptation challenges faced by many international students. While managing their academic programs and planning their future career, initial challenges faced by Chinese international students include limited social network, language barriers, and cultural differences (Arthur and Flynn 2011;Dyer and Lu 2010). Before their departure, a majority had no or just a little knowledge about the lives of international students and about their post-graduation career experience in Canada. ...
... Post-study work experience in the host country is also often part of the continuum of a longer-term migration process (Tran et al., 2020). Studies related to the employment of international graduates find evidence for employer preferences for domestic graduates over international graduates and cite language proficiency, understanding of workplace culture, and uncertainties related to visa status for the differences in hiring between these two groups (Arthur & Flynn, 2011;Gribble & Blackmore, 2012;Sangganjanavanich et al., 2011). The challenge of securing employment becomes an important factor in the multi-step transition process that is part of the education-migration nexus (Hawthorne, 2010). ...
Article
A policy shift in the mid-2000s established a pathway between international study and immigration to Canada. Designed to facilitate the settlement of young, highly skilled, and Canadian-trained workers, these pathways are premised on the conception of international students as ideal immigrants. Yet, because higher education institutions enjoy wide latitude when it comes to selecting and admitting international students, this education-immigration nexus has gained scholarly attention and sparked an immigration and settlement debate. What are the implications of having an uncapped temporary foreign worker stream administered by higher education institutions? What are the downstream effects for graduates, employers, and communities as the higher education sector accepts greater numbers of international students every year? What does this mean for the composition of Canadian immigration in the longer term? This paper will highlight the importance and relationship between study, labor market access, and immigration to Canada, consider the roles and responsibilities of higher education institutions in multi-step pathways to immigration, and discuss implications and future strategies which acknowledge the reality of this education-immigration nexus.
... Some of the customs could even be opposite between two cultures, thus, it is quite difficult for international students to digest and fit in. A lack of understanding of corporate culture would also limit international students' capabilities to make career decisions informed by comparisons between the working environment in the host country and the home country (Arthur & Flynn, 2011). ...
Article
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The proportion of international students studying in post-secondary institutions in the United States and Canada is growing. These students are facing various career development issues that are unique to the population and may contribute to employment difficulties. This article focuses on international students’ career issues from three aspects: cultural barriers, help-seeking barriers, and visa restrictions. Career counselling interventions are reviewed and discussed from a theoretical perspective, including lifecareer theory and social cognitive career theory. The goal of this paper is to add to the literature on career counselling interventions for international students who experience specific career issues.
... The young Jat men I focus on come from a position of power and privilege in their home country-in terms of caste, gender, socio-economic status and other aspects of their social living (Chopra, 2009;Gill, 2012;Jodhka, 2006;Judge, 2015;Mooney, 2011Mooney, , 2013Walton-Roberts, 2003). Their journey as student-migrants is relatively easier and smooth as compared to other groups studied by researchers-such as undocumented migrants, individuals with precarious migrant status and refugees (Arthur & Flynn, 2011;Forbes-Mewett & Nyland, 2008;Moliner, 2020;Robertson, 2013;Robertson et al., 2018)-and a break in masculinity or emasculation might not have occurred for them in as notable a manner as other migrants. However, despite the positionality, migrant men still experience vulnerabilities in their masculinity when introduced to the new culture that they must learn to navigate and even overcome. ...
Article
This article seeks to comprehensively understand student-migrant men's identities and masculinities in transnational spaces in Canada. Building on existing literature on transnational masculinities, and partly on identity process theory, I focus on upper-caste Punjabi men who came to Canada as international students. Through in-depth interviews with 22 men, I explore the significance of landownership back home, caste identity and transnational communication in constituting the hegemonic masculinities in transnational spaces and the ‘othering’ within the Punjabi community faced by young men in Canada. By examining how young men respond to the complexities of source and host situation as well as their hegemonic content, I demonstrate the relational and fluid nature of hegemonic Punjabi masculinities. I conclude that even though the hegemonic ideal for men in transnational spaces remains to be the local rural masculinities based on landownership in Punjab, alternative strategies are put in place when that hegemonic ideal becomes difficult to achieve in transnational spaces or when there is a willing disinclination to achieve it such as in case of men who do not express a desire to return.
... Establishing protocols and guidelines for reception and guidance services for international students with the aim of ensuring successful transitions, as indicated by Arthur and Flynn [72], is necessary in order to support the experience of mobility through actions for decision-making. Pérez-Encinas [70], for example, highlighted the importance of guidance for students, both psychologically and from the more administrative perspective. ...
Article
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International student mobility is an important dimension of internationalisation in higher education, involving a high percentage of students in certain subject areas. A literature review revealed the absence of studies deepening our knowledge of this group of students in specific contexts and stages. Thus, this survey study was undertaken to gather data on the profiles and academic and professional careers of a sample of students. Specific differences in their intrinsic and extrinsic motives for their choice of degree subject were found. A total of 314 students from 14 Master’s degree programmes at two public universities responded, 42.4% of whom were international students. The data showed differences in reasons for choice between international and Spanish-native students when enroling in a Master’s degree programme. The foreign students had diverse motivations, in many cases related to each other, with no predominance of extrinsic or intrinsic motives. This suggests that, when students are deciding to study abroad, universities should consider the importance of offering guidance to these students at the stage prior to accessing the Master’s degree.
... Similarly, da Silva et al. (2017) also looked at first-year undergraduate IS in Canada. Arthur and Flynn (2011) analyzed career development for international undergraduate and graduate students in Canada. Arthur also studied, alongside Nunes (2013), the integration of international students in the Canadian workforce. ...
... However, research suggests that there is a gap between the perceptions of international students as ideal skilled workers and their lived experiences in Canada, particularly with respect to labour market challenges after graduation (Scott et al., 2015;Sweetman & Warman, 2014). In addition, isolation, discrimination, and difficulties in accessing housing, employment, and social services often affect international students' ability to acquire the work experience and fluency in Canada's official languages required to qualify for permanent residency (Arthur & Flynn, 2011;Calder et al., 2016;Scott et al., 2015). Thus, the pandemic hit international students particularly hard, intensifying existing challenges and creating new ones related to job loss, reduced income, social isolation, lack of adequate health care, and social support. ...
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Since January 2020 Canadian federal immigration policy has been shaped by the need to contain the spread of COVID-19 balanced against the need to protect the economy. This paper provides a critical review of key administrative trends and immigration policy responses and their significance for different groups of migrants. Using the newly developed CERC Migration Covid-19 Immigration Policy Tracker (2022), we 1 identify key trends in policymaking and practice beginning January 2020 through August 2022, and evaluate their impact on refugee claimants and refugees, immigration detainees, economic immigrants, temporary foreign workers and international students, and family class immigrants. We find that while the federal government responded with rapid border closures for non-citizens, it immediately began to carve out exceptions for non-discretionary purposes. Ultimately, essential mobility into Canada was defined according to economically driven criteria with the pandemic sometimes used as an excuse to exclude migrants considered undesirable, particularly asylum seekers, and to achieve administrative efficiencies. We conclude that while successful in reacting swiftly to modernize its operations and meet ambitious permanent levels targets, despite the lofty rhetoric recognizing the contributions of migrant workers and refugee claimants, ad hoc policymaking did not substantially deviate from the status quo. The government failed to take advantage of opportunities to undertake systemic changes and build a more inclusive citizenship and immigration model that would better promote equity, rights, and protections for migrants and asylum seekers who continue to be made vulnerable by Canada's immigration and refugee policies.
... 4. The potential to migrate may be a "marketing advantage" for HEIs, supporting recruitment of fee-paying students in future (Arthur & Flynn, 2011). ...
Thesis
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This thesis employs narrative research methods to provide empirical and theoretical insights into the role of individual agency in international students’ pre-, during- and post-study trajectories through the education-migration nexus in the UK and Japan. To engage with these issues, I assume a life-course perspective which posits “individuals’ ways of constructing their life-course through choices and actions” (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013, p. 59) as the locus of their agency. Drawing heavily on the “chordal triad” model of agency, the project places an empirical emphasis on capturing individuals’ “temporal-relational contexts” (Emirbayer and Mische, 1998), thereby accounting for the reciprocal influences of temporality and structure on international students’ agency throughout their trajectories. From such a perspective, the thesis seeks to answer the following central research question: How is the agency of student-migrants developed and practised throughout their trajectories through the education-migration nexus? The study uses a two-phase research design, combining policy trajectory analysis with a longitudinal qualitative phase with individual student-migrants. Both phases of the study were undertaken in national contexts where student migration is quantitatively and qualitatively significant: the UK and Japan. Phase 1 of the study consisted of a comprehensive analysis of the legal regulatory frameworks governing student migration in each country. This stems from the knowledge that migration regulatory frameworks dictate the legalities and illegalities of mobility across national borders and are critical factors to consider in the study of migration processes. I use an established migration policy trajectory analysis methodology to analyse migration policy change in each national case between 2004-2018. The regulatory frameworks for international students were analysed on an ordinal scale according to 7 indicators of receptivity, using the methodology developed by researchers in the European Commission-funded Temper project. In phase 2, I gathered intensive qualitative evidence of individual student-migrants’ trajectories through the education-migration nexus, and their agentive orientations throughout. These data were gathered via the biographical-narrative interpretive method. Participants were interviewed twice: once in their final year of study (~8 months prior to graduation in the UK, and ~3 months prior in Japan), and once ~8 months after their graduation in both countries. 26 degree-mobile international students completed the study, 10 in the UK and 16 in Japan, with data being collected over a period of 18 months between October 2017 and April 2019. The findings indicate that the role of agency is dynamic within the education-migration nexus, reflecting the evolving relationship between individual student-migrants and their temporal-relational contexts, and the simultaneous evolution of the individual’s life-course project. The results of phase 1 of the study indicated that, over time, within, and between the case study nations, the migration regulatory frameworks affecting the study participants varied in their receptivity, stability, and transparency. The importance of these factors was evident in phase 2. Participants’ narratives revealed that unreceptive regulatory frameworks limited the available trajectories of action, while unstable or opaque regulatory frameworks made the identification of up-to-date and comprehensible information a critical factor in navigating post-study transitions. Interview data also revealed participants’ changing agentive orientations in response to changes in their context, with habit, imagination, and judgment each providing tools that individuals could use to navigate the challenging terrain of their student migration trajectories. While all participants were influenced by context and circumstance, they exhibited the capacity to draw on these tools when making choices and taking action in the pursuit of their goals.
... I also reviewed the challenges and difficulties that international students face in host countries, which could possibly lead to withdrawal. I found language, socio-cultural adaptation, and immigration status are three major categories of challenge for them in the existing literature (Arthur & Flynn, 2011;Baba & Hosoda, 2014;Chapdelaine & Alexitch's, 2004;Kim, 2011;Kuo, 2011;Lin & Scherz, 2014;Trice & Yoo, 2007;Zhang & Zhou, 2010). ...
... While both policymakers and IS express interest in connecting IS with local labour markets, there is a disconnect between these assumptions and the many barriers faced by IS in securing employment (for Canada, e.g. Arthur and Flynn 2011;Bepple 2014). Some Canadian employers do not recognize the value of a diverse labour force and discriminate against IS because of their international status, race, and accents (Mandal 2010;Nunes and Arthur 2013). ...
Article
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The proposition that international students are not only sojourners but future immigrants has become well established in public policy. While education and immigration policy have become more intertwined, they continue to be analysed as separate spheres of influence. This paper compares Australia, Canada, and Germany, which between them host nearly 20% of all globally mobile students and where a nexus between international student and immigration policy has emerged. Using critical discourse analysis, a comparative case study design and based on a systematic literature review of over 300 studies published from 1990 to 2018, the findings revealed three ostensibly paradoxical discourses, which are discussed using the new term ‘discursive pairings’. First, international students are selected for success but remain vulnerable to policy shifts that may exclude them and cause them to ‘fail’. Second, international students are retained to fill economic shortages, but face difficulties being accepted on the labour market. Third, international students help build national reputation yet have been known to be exploited and subject to discrimination. The contradictions that emerge in the discourses bring into question the ‘ideal immigrant’ framing of international students, demonstrating that their role, acceptance, and ability to integrate into host countries is far from assured.
... Further, research suggests that students' physical and virtual experiences in their social fields (e.g. families, schools, communities, and multilingual and translocal spaces) and the discourses circulating in these fields affect their ability to develop a dedicated cosmopolitan disposition (Arthur & Flynn, 2011;Byram, 2008;Fincher, 2011;Heng, 2017;Keating, 2016;Rizvi, 2009;Wu & Tarc, 2021a). Environmental factors include: inclusive, supportive, and welcoming academic and social environments; access to knowledge and social contacts beyond one's ethnic, national, or local communities; and opportunities to improve one's foreign language competency and sense of belonging worldwide (Bilecen, 2013;Heng, 2017;Ma & Wang, 2014;Wu & Tarc, 2021a). ...
Article
Recently, an increasing number of students have been seeking international education to accumulate cosmopolitan cultural and social capital and realise upward social mobility. In addition to this pragmatic dimension, international education also enables international students to acquire dedicated cosmopolitan dispositions, providing them opportunities to appreciate diverse cultures, values, and gain intercultural/translocal learning experiences. Guided by a theoretical discussion on pragmatic and dedicated cosmopolitanism, this study employed the case study method to explore how 19 international students who studied in Chinese universities navigated their transnational mobility, academic learning, and social lives, and how multiple discourses in their transnational spaces influenced their development of dedicated cosmopolitan dispositions. The findings revealed that international educational programme arrangements, social discourses regarding accruing capital and upward social mobility, and cultural and educational discourses in transnational spaces converged to influence students' development of dedicated cosmopolitan dispositions, affecting their emotions, practices, and choices. This study suggests that actors in international education provide students with more opportunities to connect with the host society and dialogical spaces. Not only international students, but all actors should engage in constant dialogue, and strive to acquire dedicated cosmopolitan dispositions, and promote a socially and culturally inclusive educational environment to support international students' learning and well-being.
... They also discuss how with an elevated communicational strategy or similar methods the gap among the national and international population in USA universities can be overcome. Owing to the influence that international students have in the USA educational communities for the purpose of intercultural integration and competencies (Arthur & Flynn, 2011), the internationalization attributes to major significance for productivity augmentation (Urban & Palmer, 2014). This study has stressed upon the need of focusing on incorporating the elements which provide easier access modulation and integration of students from diverse backgrounds in a wholly new environment. ...
Thesis
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This study explores challenges faced by international students in United States as well as the resources provided to them in order to adjust in USA. It also investigates practices in making instructional and other accommodations for international students, and probes their knowledge of resources that might be helpful to international students who struggle adjusting to new environment. Through design research the existing gaps can be further explored by understanding the problem, discovering what the user wants and what the user needs through a design process of analysis and subsequent synthesis leading to prototype and user testing to find the best possible solution for a perceived communication design gap that needs a visual bridge to connect to the users.
... However, they were able to fully explain cultural topics of some relevance in their Zoom presentation assignments. Similarly, it can be noted that these students' ways of knowledge transfer are not technical enough to meet demanding employment opportunities in a Canadian economy that is globally transformative and locally competitive (Arthur & Flynn, 2011). ...
Chapter
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Abstract Although most Canadian university and college professors assume that international testing credentials such as IELTS, TOEFL, and CELPIP are suitable yardsticks to measure international students' language skills, the study presented in this chapter that adopted critical discourse analysis of international students' technical assignments suggests otherwise. Technical communication is different from cultural English, whereby the former measures students' technical skills in communicating highly scientific materials and cultural English may be used for interpersonal skills. The study used secondary data for data analysis and employed Bernstein's theoretical lens of elaborated code and restricted code. Findings revealed that 21st-century knowledge production, distribution, and its adequate reproduction are in the hands of well-rounded knowledge consumers in knowledge societies, and if the knowledge consumers are not well cognizant of their instrumental role in the knowledge economy owing to weak English language constructions, social inequalities will increase exponentially.
... Although these push and pull influences are often portrayed as discrete entities between countries, they are connected by three common factors, (a) many international students are motivated to enhance their career opportunities (Brooks, Waters, and Pimlott-Wilson, 2012), (b) relationships in both home and host cultures have an integral role in supporting the career decisions of international students (Popadiuk and Arthur, 2013), and (c) ongoing evaluations are made by international students regarding opportunities in both home and destination countries (Arthur and Flynn, 2011). Considering the interplay between these factors is essential for understanding international students' initial reasons for studying in another country and for their decision-making as they complete their academic studies and consider their options for employment. ...
Article
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Views of international students have shifted from considering them as temporary learners seeking international education to positioning them as a valuable source of human capital. These views form a context from which to consider international students’ career development needs while living and learning in higher educational settings and in considering their career options post-graduation. Influences on international students’ career decision-making to stay in the destination country are discussed. Targeted areas for career services are outlined to support the transition from education to employment in the destination country and for international students returning to their home countries.
... This degree of silence is noteworthy given the almost universal support for post-study retention and the considerable body of knowledge about the hurdles that made it harder for international students to enter the Canadian labour market during and after their studies, especially those hardships that went beyond having the necessary permits. These included a lack of experience with Canadian institutions and processes, insufficient English and/or French language skills, a lack of work experience in Canada, problems with the recognition of previous educational credentials as well as hesitant employers(Arthur and Flynn 2011;Ciccocioppo and Martha 2017;Woodend and Arthur 2018;Choi et al. 2021). These and other research studies notwithstanding, the analyzed policy documents did not go beyond stating the work that was already happening in HEIs' international offices and career service departments, such as additional help with writing a Canadian-style application(CBIE 2007:28), findings a co-op position at a local company(BHER 2015:43f.), ...
Thesis
Die vorliegende Studie untersucht, wie Hochschulen und ihr Personal politische und gesellschaftliche Erwartungen wahrnehmen, interpretieren und letztendlich in ihre Praxis einfließen lassen. Im Zentrum der Analyse steht der Verbleib hunderttausender internationaler Studierender, die zwischen 2010 und 2019 zum Studium nach Deutschland und Kanada zugewandert sind. Ihnen wird seitens der Politik ein hohes Fachkräfte- und Einwanderungspotenzial attestiert. Das Erkenntnisinteresse der Arbeit umschließt drei Teilbereiche: Erstens, das Ausmaß der deutschen und kanadischen ‚Bleibepolitik‘ sowie die einschlägigen Erwartungen an Hochschulen. Zweitens, die berichtete Hochschulpraxis und drittens, die institutionellen Zusammenhänge zwischen Erwartung und Praxis. Die Ergebnisse zeigen, dass die Mehrheit der untersuchten Hochschulen den Verbleib internationaler Studierender auch ohne eine von außen zugeschriebene Zuständigkeit aktiv fördert. Einerseits konnten die befragten Hochschulprofessionellen ihre Beratungs- und Betreuungsangebote größtenteils frei und eigenverantwortlich gestalten. Andererseits war der Raum dessen, was aus Sicht des Personals als möglich und wünschenswert erschien, stark vorgeprägt durch den jeweiligen Landeskontext und die dort institutionalisierten Erwartungen: In Kanada stand der Gedanke des Wettbewerbs um internationale Studierende als zahlende Kundschaft und potentielle Einwanderinnen und Einwanderer häufig im Vordergrund. In Deutschland waren Hochschulen vergleichsweise weniger markt- und wettbewerbsorientiert. Die Handlungs- und Interpretationsmuster des Personals zeugten häufig von dem gleichen migrationspolitischen Pragmatismus, der in den vergangenen Jahrzehnten die Bundes- und Landespolitik mitbestimmt hatte. Internationale Studierende wurde somit als potenzielle Fachkräfte konstruiert, nicht aber als mögliche Einwanderinnen und Einwanderer.
... The study further extends the literature on student migration by also considering the role of student scholarship and experiences with life in the host country. The analysis employs composite variables to capture student experiences, while controlling for gender (Li et al., 2018;Nghia, 2019), field of study and level of degree (Bryla, 2019;Kim & Oh, 2014;Soon, 2012), language proficiency (Arthur & Flynn, 2011;Ugwu & Adamuti-Trache, 2017), previous experience of living abroad (Carlson, 2013;King & Ruiz-Gelices, 2003), and level of development in the home country (Gesing & Glass, 2019;Weisser, 2016). ...
Article
Over the past few decades, South Korea has increasingly sought to attract international talent. Every year, hundreds of students are invited to study in the country on a competitive scholarship provided by the government. Upon graduation, students are equipped with a tertiary degree, as well as knowledge of the Korean language and culture. This study examines the determinants of intention to stay in South Korea to work or study after graduation, using a 2019 survey of Global Korea Scholarship recipients (n = 524). We draw upon literature in student mobility and examine determinants of two-step migration, including satisfaction with the scholarship program, university experiences, social integration, and life in the host country. Results from the statistical analysis show that academic satisfaction, social adjustment, and satisfaction with life in South Korea are positively associated with participants' intentions to stay in the country to work or study after graduation. The findings highlight the role of academic institutions and host communities in influencing students' poststudy plans and point to the need for policy measures that approach talent retention with simultaneous attention to integration and satisfaction, both within and beyond campus. Related Articles in this Special Issue Ayhan, Kadir Jun, and Nancy Snow. 2021. “Introduction to the Special Issue—Global Korea Scholarship: Empirical Evaluation of a non-Western Scholarship Program from a Public Diplomacy Perspective.” Politics & Policy 49(6). Lee, Hyelim, and Nancy Snow. 2021. “Gendered Experience in Student Mobility Programs—Global Korea Scholarship Recipients' Evaluation of Korea's Country Image.” Politics & Policy 49(6). Perez, Loarre Andreu, Myoung-Gi Chon, Kelly Vibber, and Jeong-Nam Kim. 2021. “Classifying Foreign Publics: Examining the Relationships Behavioral Experience, Symbolic Environment, and Communication Behaviors among Key Foreign Publics.” Politics & Policy 49(6). Abstract es Estudiantes becados por Global Korea: Intención de permanecer en el país anfitrión para trabajar o estudiar después de la graduación Durante las últimas décadas, Corea del Sur ha buscado cada vez más atraer talento internacional. Cada año, cientos de estudiantes son invitados a estudiar en el país con una beca competitiva proporcionada por el gobierno. Al graduarse, los estudiantes están equipados con un título terciario, así como con conocimientos de la lengua y la cultura coreanas. En este estudio, examinamos los determinantes de la intención de permanecer en Corea del Sur para trabajar o estudiar después de la graduación, utilizando una encuesta de 2019 de los beneficiarios de la Beca Global Korea (n = 524). Nos basamos en la literatura sobre movilidad estudiantil y examinamos los determinantes de la migración en dos pasos, incluida la satisfacción con el programa de becas, las experiencias universitarias, la integración social y la vida en el país de acogida. Los resultados del análisis estadístico muestran que la satisfacción académica, el ajuste social y la satisfacción con la vida en Corea del Sur se asocian positivamente con las intenciones de los participantes de permanecer en el país para trabajar o estudiar después de graduarse. Los hallazgos destacan el papel de las instituciones académicas y las comunidades anfitrionas para influir en los planes posteriores al estudio de los estudiantes y señalan la necesidad de medidas de política que aborden la retención de talento con atención simultánea a la integración y la satisfacción, tanto dentro como fuera del campus. Abstract zh 全球韩国奖学金学生:毕业后留在东道国工作或学习的意向 过去几十年里,韩国越来越努力地吸引国际人才。每年都有成百上千的学生获得由韩国政府提供的奖学金赴韩学习。学生毕业时获得大学学位、具备韩语知识、了解韩国文化。本文中,我们使用2019年收集的全球韩国奖学金获得者(n = 524)调查数据,分析了毕业后留在韩国工作或学习的意向的决定因素。基于有关学生流动的文献,我们分析了由两部分组成的流动(two-step migration)的决定因素,包括对奖学金计划的满意度、大学经历、社会融入以及在东道国的生活。统计分析结果显示,学业满意度、社会适应、对韩国生活的满意度,这三者与参与者毕业后留在韩国工作或学习的意向呈正相关。研究发现强调了学术机构和东道国社区在影响学生毕业后计划一事中发挥的作用,并指出需要相关政策措施,在保留人才的同时关注校园内外的社会融入和生活满意度。
... Evidence shows that international students are quite adaptable, receptive, and positive about the transition experiences they encounter (McLachlan & Justice, 2009;Moores & Popadiuk 2011;Nunes & Arthur, 2013). Many students find ways to alleviate acculturative stress by possessing an optimistic attitude and adopting a growth mindset (Arthur & Flynn, 2011;McLachlan & Justice, 2009;Nunes & Arthur, 2013). Nevertheless, they face more challenges transitioning to postsecondary education life compared with the transitions of their U.S. peers (Hall, 2013;Heyn, 2013;Yuan, 2011). ...
... However, it is reported that many international students face challenges during their transition from the university to the host country's workforce (Blackmore et al., 2014). International students experience difficulties due to language and communication challenges, temporary student visa status, inadequate job preparation, limited information about the job application process and employer-sponsorship requirements, lacked local networks and study-related work experiences (Arthur and Flynn, 2011;Blackmore et al., 2014;Gribble and Blackmore, 2012;Nunes and Arthur, 2013). In this review we focus on international nursing students, who are enrolled in an undergraduate/baccalaureate nursing programme outside their country of origin and international nursing graduates, within their first year of completing an undergraduate/baccalaureate nursing programme outside their country of origin; either employed or not employed in the host country's nursing workforce (John McKitterick et al., 2020). ...
Article
Objective The objective of this systematic review was to identify and synthesise existing evidence on the experiences of international nursing students’ and international nursing graduates’ transition to the host country’s nursing workforce. Background International students’ experiences of transition to the host country has been extensively explored by researchers. International students experience unique challenges related to communication and language, socialisation, finance, and temporary student visa. One under-researched area is the experiences of transition for international nursing students and international nursing graduates. This systematic review examined the existing evidence on international nursing students’ and international nursing graduates’ experiences of transition to the host country’s nursing workforce. Inclusion criteria This review considered published and unpublished studies— qualitative, quantitative, mixed methods, evidence syntheses, and grey literature— that included international nursing students enrolled in an undergraduate nursing programme outside their home country and international nursing graduates, either employed or not yet employed in nursing and within their first year of completing an undergraduate nursing programme outside their home country. Methods A three-step search strategy was utilised in this review. The search strategy aimed to find published and unpublished literature in English from January 2000 to April 2020. The databases searched were Ovid Medline, Scopus, Emcare, ERIC, PsycINFO, ProQuest Central, ProQuest Dissertations and Theses Global, JBI Evidence-based Practice Database, and ScienceDirect. Two reviewers independently screened the titles/abstracts and full texts of studies for inclusion and appraised the methodological quality of the included studies. Findings and accompanying illustrations were extracted by one reviewer, assigned a level of credibility, and checked by the others. Results were analysed using JBI’s approach to qualitative meta-aggregation. Results This review included three qualitative papers published between 2011 and 2018. All included studies were appraised as of moderate quality. Sixty-five study findings and nineteen categories were aggregated into the following six synthesised findings: international nursing graduates developed confidence and satisfaction through challenges; personal challenges; clinical challenges; discrimination and justice; academic barriers to success; and what international nursing students liked and wanted. Conclusion The synthesised findings revealed ongoing anxiety, lack of preparedness and role uncertainty that was experienced by international nursing students and international nursing graduates as they transition to the host country’s nursing workforce. They expressed the need for information about professional role expectations, guidance, and support to transition. University transition programmes and services could provide support to address the workforce transition challenges faced by international nursing students and international nursing graduates. Tweetable abstract Systematic review shows international nursing students and international nursing graduates experience anxiety, limited preparedness and role uncertainty when transitioning to the host country’s nursing workforce.
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This study investigates the impact of India’s no-employment policy on the financial wellbeing and career development of foreign students, including their perceptions of the no-employment policy. Descriptive statistics are used to analyse the quantitative data. Based on survey responses from 150 international students from different disciplines and different level of study, findings indicate significant financial challenges associated with the policy, leading to dependence on external support, frequent financial stress, and negative effects on mental health and academic success. Most students (82.7%) believe their financial wellbeing would improve if they could work part-time, while 64.7% reported borrowing funds to manage expenses, and 60.7% experienced mental health impacts from financial stress. Additionally, many students feel disadvantaged in career readiness, with 84.6% stating that the inability to gain work experience leaves them unprepared for future opportunities. Qualitative responses further reveal that policy restrictions drive some students toward informal, unregulated work, exposing them to lower wages and exploitation. A majority (over 80%) consider the policy unfair and isolating, with some unaware of these restrictions until after arrival. The study recommends allowing part-time work, paid internships, and research or teaching assistant roles for doctoral students to mitigate these issues, enhancing students’ financial stability and professional development in India.
Article
Research regarding the experiences and perspectives of international students at Christian institutions around race and racism remains underdeveloped. As a preliminary, qualitative investigation, the current study explored the experiences and perspectives of 10 international students enrolled at a Christian institution located in the Pacific Northwest region of the United States. Themes that emerged included perspectives on how race is viewed in their country of origin, reports of racialized experiences in the U.S., perspectives on how racial conversations might be improved, views on how education has contributed to more activism and a sense of personal responsibility, religion’s role in racial justice, and media’s role in racial justice. The findings point to the value of highlighting the experiences of international students at Christian institutions, and they point to some promising implications for those in Christian higher education working to help international students flourish.
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The enrolment of international students in US counselling programmes has been increasing steadily over the past decade. These international counselling students, as an emerging international workforce, can contribute to the decolonisation of counselling practice through the development of their multicultural and social justice counselling competency (MSJCC)—an essential counselling competency to improve counselling outcomes across culturally diverse clients. However, current US counsellor training programmes often fail to adequately address the unique challenges faced by international counselling students, which can impede their progress in enhancing MSJCC. This article explores specific challenges international counselling students encounter in developing MSJCC, underscoring the importance of culturally sensitive pedagogies. By focusing on the intersectional identities of international counselling students, this article proposes targeted pedagogical strategies that align US counsellor education with the lived experiences and challenges faced by these students. Case studies are provided to illustrate the application of these pedagogies. Promoting international counselling students' MSJCC can help prepare an international workforce capable of effectively working with a diverse global population and contribute to the decolonisation of counselling practices.
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Background: Nowadays the number of students studying abroad increases rapidly. Migrant students represent a highly motivated and achieving category and contribute a lot to the economies of the host countries. Coming to the host country they face different challenges, one of them being employment. Previous studies reveal that migrant students during the period of their acculturation undergo various difficulties, and even after graduation, there are such hurdles as pressure, immigration policies, and an uncertain future. If they want to pursue a career in the host country, new barriers such as documentation requirements, problems with language and discrimination could appear. Purpose: The necessity to create a safe environment that can help them acquire the necessary skills needed at a job interview made the research authors consider the use of a VR tool. Materials and Methods: 171 migrant students took part in the research. Based on a needs analysis to depict the barriers migrant students face while seeking a job in a host country the architecture of a computer simulator “Employment navigator” was designed. Results: The identified needs of migrant students, as well as the main barriers to their adaptation, can influence the optimization of the system of adaptation of foreign students in the conditions of host universities. The ‘Employment Navigator’ virtual reality simulator can be used as a tool to assess the readiness of a migrant student to undergo a job interview successfully. Implication: Virtual reality simulators make it possible to repeat actions as many times as necessary to achieve the desired result and proved their efficiency applied to all vulnerable categories of citizens.
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This study assessed the economic status of the country of origin of US doctoral graduates from the sub‐Saharan African region and their post‐graduation residency plans. The National Science Foundation's 2012–2017 Survey of Earned Doctorates provided data for the study. The data were analysed using descriptive statistics and contingency table analysis. The results revealed an association between the economic status of the country of origin and the post‐graduation residency plan. Sixty percent of students from the low‐income and lower‐middle‐income categories expressed an intention to stay in the United States after graduation. The study concluded that the economic status has a relationship with the decision of sub‐Saharan African doctoral students' residency plans. The recommendation is that sub‐Saharan African countries introduce and implement policies that incentivize high‐calibre personnel trained abroad to return to their home country.
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이 연구의 목적은 북한이탈주민의 대학학위 취득 경험을 탐색하는 것이다. 이를 위해 5명의 북한이탈 주민들과의 심층인터뷰를 바탕으로, 이들이 생소한 한국의 제도와 사회구조 속에서 상호작용하는 가운데 발현되는 학력과 대학학위 취득의 의미를 고찰하였다. 연구 결과는 다음과 같다. 첫째, 북한이탈주민은 북한 사회의 변동과 탈북과정에서 교육기회의 분절을 경험한다. 둘째, 북한이탈주민의 학위 취득은 탈북과정에서 박탈된 교육기회를 보상받기 위한 열망과 동시에 한국에서 학력이 지니는 상징적 가치에 대한 이들의 인식에 기초한 것으로, 사회경제적 토대를 마련하기 위한 전략적 선택이다. 셋째, 북한이탈주민의 대학학위 취득과정은 사회적 인정을 받기 위한 투쟁의 연속이며, 이 과정에서 이들은 다양한 장애물과 도전을 경험하는 가운데 낯선 제도적 환경과 능동적으로 상호작용하면서 한국 시민이라는 새로운 사회적 정체성을 형성해가고 있다. 이러한 결과를 바탕으로 연구의 시사점을 논의하고 후속 연구를 제안하였다. This paper explored the value of a university degree for North Korean defectors. Based on interviews with five North Korean defectors, the meaning of degree-seeking as it emerged in their degree acquisition process was explored. Research findings are as follows. First, North Korean defectors choose college education as a primary means to establish themselves socioeconomically in credential-oriented South Korean society. Second, for North Korean defectors, the process of obtaining a college degree was a series of struggles for social recognition. Third, North Korean defectors interacted actively with the unfamiliar institutional environments and began to form a new social identity as citizens of South Korea while they faced various obstacles and challenges in South Korean society. Based on these findings, we discussed research implications and suggested further studies.
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Conference Paper
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This paper attempted to explore the relevance of Bernstein's (2001) critical views on the marginalization of international students in the context of emerging online learning models. It also focused on the disengaged learning patterns of marginalized international students via Bernstein's (1990) theoretical lens of elaborated code and restrictive code, where Bernstein (2001) instructed teachers to play their vital roles in complex learning processes, which were heavy on teachers and students alike, to facilitate the healthy and successful learning trajectory. This paper used metadata via Critical Discourse Analysis (CDA) (Fairclough & Wodak, 1997; Van Dijk, 2003) to construct themes from students' assignments, Flipgrid videos, and reading audios submitted for grading for their technical communication and English communication courses. The paper also discussed these three questions, such as 1) How can linguistically-challenged students feel left-out? 2) What language patterns do these international students use in the context of the sociology of education? Finally, 3) How can teachers play an instrumentally critical role in an online learning environment? The resultant social initiations of linguistically complacent international students have been treated as a problem for educators to upend the educational inequalities in the knowledge economy. The findings revealed that 21st-century knowledge production, distribution, and its adequate reproduction are in the hands of well-rounded knowledge consumers, and if the knowledge consumers are not well cognizant of their instrumental roles in the knowledge economy, social inequalities will quadruple exponentially. In addition, international students' poor language skills in online learning appeared to be a huge barrier in their roles as "woke consumers." Finally, Bernstein's (2001) totally pedagogizing society (TPS) might appear paradoxically preposterous at this stage; its judicious applicability is more than needed currently, in the aftermath of E-Campus Ontario's (2020) policy of up-credentialing, by asking post-secondary instructors/teachers to introduce micro-credentialing, especially in technical English, knitted around courses.
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Although international students play a central role in addressing labour shortages and strengthening the economies of receiving countries, research examining the workforce integration of international graduates has been relatively sparse. Recently, however, this topic has garnered increasing empirical attention spanning across disciplines and levels of analysis. We conducted a systematic review of 74 academic articles examining the workforce integration of international graduates to take stock of the literature in this domain, summarize emergent themes and key findings, and highlight potential pathways for future research. Based on our review, we identify various antecedents of workforce integration at various levels of analysis (micro-, meso-, macro-), ranging from specific characteristics of the international graduate (e.g., host country cultural knowledge, language fluency, motivation, family status) to organizational attributes and practices (e.g., recruitment and selection, post-secondary institution support) to broader societal factors (e.g., immigration and labour policy/legislation, economic conditions), and delineate several promising avenues for future research.
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This volume uses case studies and students' lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students’ experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume.
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It has now been 50 years since Flanagan (1954) published his classic article on the critical incident technique (CIT) - a qualitative research method that is still widely used today. This article reviews the origin and evolution of the CIT during the past 50 years, discusses CIT’s place within the qualitative research tradition, examines the robustness of the method, and offers some recommendations for using the CIT as we look forward to its next 50 years of use. The focus of this article is primarily on the use of the CIT in counselling psychology, although other disciplines are touched upon.
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This study examines the career development behavior of Asian international, non-Asian international, and domestic students, specifically the certainty of career and major choice and environmental factors that have influenced their choices. Environmental factors include family, school counselors, teacher, friends, and government. The results show no difference in the level of career certainty between the three groups. In contrast, influences of family, school counselors, and friends varied among these three groups. Furthermore, only the Asian international students exhibited a positive correlation between level of career certainty and intent to persist. Implications and recommendations for counseling are given based on the research findings.
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This study examines the intercultural competence of pre‐service teachers and ways to prepare them for responding to the needs of diverse student populations. In this study, pre‐service teachers provided critical incidents to describe experiences of meaningful events in their on‐campus and field‐placement learning related to intercultural competence. Data were collected through focus‐group interviews and written questionnaires. Findings indicate pre‐service teachers’ multiple and sometimes contradictory understandings of diversity, the importance of self‐examination and reflection in the process of intercultural inquiry, and a disconnection between theory and practice. Results demonstrate the positioning of diversity within the ‘other’ in contrast to approaching diversity as learning about self and others. Implications for supporting students to explore diversity through reflective practice during pre‐service education are also discussed.
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The recruitment of international students as skilled migrants is increasing in many countries, and most notably in Australia, where the Commonwealth government's immigration and international education policies are now closely aligned. There are three factors that make international students attractive migrants. First, they increase the recruiting country's pool of highly trained workers, who are increasingly important for economic development. Second, most economically developed societies have low birth rates and ageing populations, and recruiting young people who are at the beginning of their working lives helps to sustain the number of working‐age adults needed to support the growing pool of retired elderly. Third, graduates of the recruiting country's own tertiary institutions are more readily employed than foreign graduates. Fourth, the prospect of migration gives some countries a marketing advantage in recruiting fee‐paying international students, which is particularly significant in countries in which education is a major export industry. This article examines the influence of these four rationales in shaping skilled migration and international education policies in Australia and Malaysia. Both countries experience sizeable outflows and inflows of skilled migrants, sometimes referred to as ‘brain drain’ and ‘brain gain’ respectively, and movement of people between the two countries has been growing steadily over the past 50 years. The article concludes that while both countries have export‐oriented international education policies, the differences between the two countries in the size and level of training of the workforce will lead them to pursue quite different approaches to international student migration. While Australia is forecasting a need to increase numbers of highly skilled migrants to sustain economic development, Malaysia has a large workforce whose level of training is being rapidly enhanced by the major expansion in the capacity of the tertiary‐education sector over the past decade. Malaysia will most likely aim to expand its highly trained workforce internally while Australia will increasingly look to international students, including those from Malaysia, as a primary source of new settlers.
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The discipline of psychology has much to contribute to our understanding of immigrants and the process of immigration. A framework is proposed that lays out two complementary domains of psychological research, both rooted in contextual factors, and both leading to policy and program development. The first (acculturation) stems from research in anthropology and is now a central part of cross- cultural psychology; the second (intergroup relations) stems from sociology and is now a core feature of social psychology. Both domains are concerned with two fundamental issues that face immigrants and the society of settlement: maintenance of group characteristics and contact between groups. The intersection of these issues creates an intercultural space, within which members of both groups develop their cultural boundaries and social relationships. A case is made for the benefits of integration as a strategy for immigrants and for multiculturalism as a policy for the larger society. The articles in this issue are then discussed in relation to these conceptual frameworks and empirical findings.
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This study examined the extent to which two dimensions of cultural adjustment difficulties (i.e., acculturative distress and intercultural competence concerns) predicted two specific career development outcomes (i.e., career aspirations and career outcome expectations) in a sample of 261 international college students from Africa, Asia, and Latin America. Although no significant differences among the participants were found by region of origin and gender, multivariate multiple regression analyses indicated that higher levels of acculturative distress were predictive of lower levels of career outcome expectations among these international students. Furthermore, findings revealed that greater intercultural competence concerns were predictive of lower career aspirations and lower career outcome expectations. Implications of the findings for career counseling with African, Asian, and Latin American international students are discussed.
Chapter
The term “reflective practice” was popularized by Donald Schön in his 1983 book titled, The reflective practitioner: How professionals think in action. Schön’s ideas have since shaped teaching and professional development in many disciplines including Business, Nursing, and Education. The goal of reflective practice is to help professionals, in this case outdoor environmental educators, become more effective teachers. To do this, a reflective practitioner purposely examines their teaching practice, looking to improve their craft, and confront discovered bias. In this chapter, based on the current literature and our experience as reflective practitioners, we explain what reflective practice is, provide a rationale for why it is important, and present practical strategies for educators to enhance their reflective practice. We encourage becoming a reflective practitioner in order to bridge the gap between theory and practice and to see beyond our own experience, knowledge, and assumptions which shape our teaching.
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Culture shock tends to be an occupational disease of people who have been suddenly transplanted abroad. Like most ailments, it has its own symptoms, cause, and cure. Many missionaries have suffered from it. Some never recovered, and left their field. Some live in a constant state of such shock. Many recover beautifully. As will be clear from the implications of Dr. Oberg's article, the state of culture shock in which a Christian lives will have great bearing on his temperament and witness.
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Thirty-one downsizing survivors from both the private and public sector were interviewed to determine incidents that either helped or hindered their transition through 1 or more organizational downsizings. A critical incident technique was used to analyze and organize the data around themes that emerged. Themes were represented by both positive and negative incidents and were grouped using transition phases. Results support and add new detail and insight into topics developed in previous studies. Implications are discussed for organizations' handling of downsizing or restructuring as well as reducing negative and enhancing positive influences and events. Counseling recommendations are offered for easing survivors through the transition.
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The tendency to either overemphasize or underemphasize differences when counseling international students is documented in research literature. However, there has been little systematic research and still fewer comprehensive theories about counseling international students. The numerous theories available tend to either emphasize the importance of changing the student or person in an adjustment mode, or changing the situation in a more behaviorist mode. Critical incidents collected while counseling international students at the University of Minnesota demonstrate the typical problems encountered and suggest approaches to manage those problems. The critical incidents and responses suggest that informal methods and informal counseling contexts become especially important in counseling international students. Other practical suggestions and tools are discussed to aid those who provide counseling to international students. A list of topics for future research is also presented.
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International students have a critical role in the internationalization of education. The export of education is a competitive process for attracting greater numbers of international students to educational programs in host countries and for the delivery of curriculum in “off-shore” programs. The United States leads the world in terms of the numbers of students involved in international education. Enrolment of international students in the U.S. peaked at more than 580,000 in 2001/02 and more than 154,000 American students studied abroad in 2000/01 (Chin, 2002). In Canada, enrolment of international students has fluctuated during the past 5 years, but has increased to more than 110,000 international students (Canadian Bureau of International Education (CBDE), 1999, 2002). Australia has experienced continued growth in international student numbers, with increases in enrolments both onshore and offshore. More than 188,000 international students were enrolled with Australian education providers in 2000 (Australian Education International, 2001) and those numbers currently approximate 200,000 (Bohm, Davis, Meares & Pearce, 2002). As educators consider target goals for international education, the United Kingdom provides an example where approximately 200,000 international students represent 12% of the entire student population at colleges and universities (CBIE, 1997, 2002).
Article
Career counselors are challenged to consider the cultural validity of the theories and models that guide their practice. The cultural formulation approach is proposed as an organizing framework for career counselors to consider cultural influences on their clients’ career issues, related interventions, and the working alliance. The discussion illustrates the application of cultural formulation for career counseling with international students. A case study details common transition issues faced by international students, while exploring unique aspects of cultural identity. The case study illustrates how the cultural-formulation approach may be strengthened by incorporating a relational theoretical orientation as seen through a feminist lens to examine a client’s multiple identities, such as the intersections of gender, ethnicity, and social class.
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This qualitative study investigates the career placement concerns of international graduate students returning to their home countries, heading to other countries, or remaining in the United States after their education. Using a phenomenological framework, structured interviews were conducted with 24 participants (i.e., 18 international students, 1 naturalized status student, 3 faculty members, and 2 career counselors). Assertions that emerged suggested that the students possess diverse career plans influenced by numerous unique factors. Major, gender, and geography were not salient factors affecting the students' career placement needs. Students used contacts in their academic fields far more than they used campus career services, due to negative perceptions of or limited services that the center could provide. Based on these findings, more outreach to the international student community and collaboration between the career counseling and placement center and other campus departments are recommended.
Article
International college students studying in North America endure substantial psychological stress in their daily lives. The nature and function of stressors in the context of international college students' subjective appraisal are discussed and analyzed using the Lazarus and Folkman's concept of stress. Recommendations for future research are outlined, and counseling implications are provided. (Author/MKA)
Article
Counselors play an integral role in assisting international students to manage cross-cultural transitions. Re-entry counseling can support international students to examine their transition experiences, provide education about re-entry, and help to develop anticipatory coping strategies. An example of a workshop is described as a method of generating discussion about leaving the host country and preparing for life at home. (Contains 24 references.) (GCP)
Article
Assessed the career-development needs of nonimmigrant international students who had made an initial adjustment to the American educational system. 227 international college students completed surveys that assessed demographic characteristics, work-experience, job-search skills, career-planning needs, and residency plans. Factor analysis indicated that the Ss' vocational needs centered on obtaining work experience, overcoming interview barriers, and developing job-search skills. Overall, the vocational needs of international students were oriented toward the American job market. Implications for cross-cultural counseling are discussed. Sample characteristics are appended. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Chapter
As a human phenomenon influenced by complex political, economic, and social factors, immigration has become an increasingly important issue to many countries in an era of globalisation (Polachek, Chiswick, & Rapoport, 2006). One of the main challenges that accompany the growing trend of immigration lies with the effective utilisation of human resources in this process. The ultimate goal for this human resource management is a reciprocal and beneficial interaction between the two parties involved in this phenomenon, that is, the immigrants and the host country. A better adjustment to the host country provides a more amiable experience that facilitates the wellness of the immigrants who aim to become responsible, healthy, and productive citizens in the new social and societal environment. The better this adjustment, the more contributions immigrants will make to their host country society, and the more benefit the host country will receive through the process of immigration. Enhancing immigrants’ adjustment in the host country requires some comprehensive consideration that encompasses two general aspects, namely, personal/ social and vocational adjustment. While the central focus of this chapter is on the vocational aspect of immigrants’ adjustment, it keeps in mind that the vocational experience always intertwines with the personal/social experience, making the worklife and vocational adjustment an enriching yet very often challenging experience for this population.
Article
International students face many demands as they navigate the cross-cultural transition of living and learning in host countries such as Canada. The cultural diversity represented in this student population poses unique challenges for multicultural counseling. The ways that international students have been represented in the literature may contribute to barriers for effective counseling services. The discussion begins with a summary of the issues faced by international students when living and learning in a foreign country. Several limitations in the counseling literature about international students are addressed, including, the limitations of culture shock as a model of cross cultural transition, the lack of methodological diversity in research involving international students, a focus on group characteristics, and the continued emphasis on the problems experienced by international students. Suggestions for counselors are given to enhance their multicultural counseling competencies for working with international students.
Article
When groups of different cultural backgrounds and their individual members engage each other, a process of acculturation begins, leading to cultural and psychological changes in both parties. A second process (globalisation) is also initiated by intercultural contact and leads to cultural and individual change. Two long-held assumptions are that (i) these two processes induce more change among non-dominant peoples, and (ii) the eventual outcome will be the loss of distinctive cultural and behavioural features of non-dominant group members, leading to their absorption into a homogeneous society that resembles the original dominant group. The long-term outcome is thus believed to be one rather homogeneous global society, sharing beliefs, values, consumer preferences and social structures. In this paper these assumptions are challenged, employing an acculturation framework that posits highly variable cultural and psychological outcomes that follow from intergroup contact. In addition to the assimilation of non-dominant peoples into dominant societies (either within societies or internationally), this framework proposes that other outcomes are possible: integration results in the maintenance of existing cultures and behaviours while peoples engage in day-to-day interaction within an evolving civic framework; separation results in the cultural and psychological maintenance when groups and individuals avoid interaction as much as possible; and marginalisation results in cultural and psychological loss, particularly among non-dominant populations, along with their exclusion from full and equitable participation in the larger society. Examples of such variability are provided, using empirical studies of indigenous and diasporic peoples, immigrants, and nation states. It is concluded that, rather than assimilation and homogenisation resulting from intercultural contact, the more likely outcomes are either some forms of integration (exhibiting a high degree of cultural and psychological continuity and producing new social structures that incorporate interacting peoples), or separation (in the form of resistance and revitalisation of heritage cultures).
Article
Through the use of the critical incident technique one may collect specific and significant behavioral facts, providing " a sound basis for making inferences as to requirements " for measures of typical performance (criteria), measures of proficiency (standard samples), training, selection and classification, job design and purification, operating procedures, equipment design, motivation and leadership (attitudes), and counseling and psychotherapy. The development, fundamental principles, present status, and uses of the critical incident technique are discussed, along with a review of studies employing the technique and suggestions for further applications. 74-item bibliography.
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Effective evaluation: Improving responsive and naturalistic approaches
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  • Y S Lincoln
  • EG Guba
Longitudinal survey of immigrants to Canada-a portrait of early settlement experiences
  • Statistics Canada
Critical incident methodology in research on cross-cultural transitions
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