In Canada, international students working on their PhD are given funding for four years. After that, they are on their own.
Canadian society and the Canadian academy are proud of their openness and diversity. Every year, thousands of international students are encouraged to embark upon undergraduate and graduate studies at Canadian institutes of higher education. Indeed, the drive amongst Canadian universities to attract top-quality international students in greater numbers is
intensifying. And yet, there is a significant systemic problem for those international students in the arts and humanities who
undertake doctoral studies in Canada.
Internationalization continues to be a priority within many Canadian universities. While it is imperative to attend to the ethical dilemmas that accompany the intensification of internationalization, different ethical frameworks operate according to different orientating assumptions. In this paper, we seek to pluralize and deepen conversations about the ethics of internationalization
by illustrating how three global ethics approaches address questions of international student mobility, study and service abroad, and internationalizing the curriculum. We conclude by emphasizing the need for both scholars and practitioners to engage in multi-voiced, critically-informed analyses, and dissensual conversations about complex ethical dilemmas related to internationalization.
This paper seeks to address the challenges faced by international students pursuing a post-secondary education in Ontario, and to consider more broadly the growing internationalization agenda within education. OUSA recognizes the benefits both of international students coming to Ontario, both in economic and socio-cultural terms, and for Canadian students undertaking a period of study abroad. However, it is evident that increasing internationalization requires institutions, governments and students to address various concerns that impact the ability of international students to succeed, and to ensure we are building strong intercultural university communities. To this end, we offer recommendations in the following areas, aimed at improving the international student experience:
Many immigrant youth view postsecondary education (PSE) as an important, even essential, means of economic mobility and social integration (Cheung, 2007). Gaining access to a PSE program builds on a record of academic engagement and achievement in high school. There is, however, mounting evidence of considerable variability in the preferences, performance, and eventual post-high school (PHS) pathways of immigrant students (Anisef et al., 2008; Thiessen, 2009). Many high school graduates enrol in a college or university while others either delay PSE entry or move directly to the labour market and a significant number leave before graduating. The PHS pathways of immigrant youth, then, can involve transitions to the
postsecondary system, the labour market, or both. The bases for these decisions are complex and include personal characteristics, family resources, and community support factors as well as the individualâ€™s school and classroom experiences (McAndrew et al., 2009).
Previous research on the high-school transitions of immigrant youth in Canada has several limitations (Boyd, 2008). First, studies on school achievement and educational aspirations of immigrants have compared 'immigrant' versus 'non-immigrant' groups. These studies have found few aggregate differences between those born in Canada and those born outside Canada. Such comparisons conceal significant variations among immigrant students that affect the likelihood of PSE participation. Second, PHS planning and preparation are made relatively early in adolescents' educational careers yet most studies have employed cross-sectional or retrospective designs that did not adequately consider the effects of important antecedents on students' PHS pathway choices. Third, previous comparative research has not considered differences in immigrant generational status. First generation immigrant youth1 are those born outside Canada while those considered to be second generation were born in Canada of immigrant parents. To the extent that the school experiences and PHS aspirations of each differ, it is important to distinguish first, second (and third) generations. This is especially the 1 Please note that this term should not be confused with ˜first generation students", which refers to those who are the first in their family to attend and/or complete PSE, regardless of immigration status.
2 â€“ Post-High School Pathways of Immigrant Youth case in the Toronto District School Board (TDSB) where 42 per cent of students are foreignborn and 38 per cent are born in Canada of immigrant parents. Only 20 per cent of TDSB students have both parents born in Canada. These students comprise the third generation, sometimes referred to as the â€˜third plusâ€™ generation, and frequently employed as a reference group in comparative research. (Yau and Oâ€™Reilly, 2007).
In this paper we disaggregate the "˜immigrant" designation by source country (region-of-origin) and generational status to examine the PHS pathways of a cohort of TDSB youth who began high school (Grade 9) in September 2000 and were tracked through the high school system until Fall, 2006.
The specific purposes of the study were to:
1. Construct profiles of the various immigrant (and non-immigrant) groups comprising the 2000 TDSB cohort.
The elements of each profile include information on students, their school, and neighbourhood characteristics as well as the reported PHS pathways they followed between 2004 and 2006.
2. Predict PHS pathway choices based on this profile information.
The PHS pathway decisions predicted were defined by: (a) those respondents that confirmed university acceptance; (b) those that confirmed community college acceptance; (c) those that graduated high school but either did not apply to PSE or did not confirm an application; and (d) those that left high school early and did not apply toPSE.
The cultural and social composition of Ontario is undergoing dramatic change as a consequence of immigration. This is most obvious in its larger metropolitan areas, particularly Toronto. In many ways, Toronto is a precursor of the demographic change the rest of the province (and Canada) will experience within a few years as immigrant youth become the majority of the school-age population. Our aim in studying TDSB immigrant youth as they prepare for the transition from high school is to extend the literature on immigrant settlement and contribute to informed educational policy and practice.
This paper focuses on the recent political spars between Canada and Saudi Arabia as well as China and their impact on Canadian universities. It asks three questions: (1) What key issues did Canada’s political strains with Saudi Arabia and China raise for Canadian universities’ international education (IE) initiatives and what issues were absent? (2) What do these key issues suggest about Canada’s approaches to IE in an era of new geopolitics? and (3) What implications can be drawn from these cases about Canadian university-government relations in the context of new geopolitics? Given the powerful role media plays in education policy, a systematic study was conducted across three main media sources to identify 74 articles and news releases between August 2018 and November 2019. Three dominant themes are identified and analyzed, each vividly illustrating the close ties between global politics, government foreign policy and IE within Canadian Universities. On the one hand, the narratives speak to concerns about IE as a risk to national security and, on the other, as a vehicle for Canada’s economic prosperity. However, what the media has not achieved is a broader discussion on how Canada needs to revisit its IE objectives and approaches in light of broader geopolitical shifts. Using the theoretical framework of soft power, the paper speaks to the limitations and short-sightedness of Canada’s approach to IE as soft power in this era of new geopolitics and concludes with three recommendations for Canada.
Keywords: soft power, international education, geopolitics, internationalisation, and international relations
Cet article se concentre sur les répercussions sur les universités canadiennes des tensions politiques récentes entre le Canada et la Chine et entre le Canada et l’Arabie saoudite. Il pose trois questions : (1) Quels sont les problèmes causés par ces tensions politiques pour les initiatives d’éducation internationale des universités canadiennes, et quels problèmes sont
exclus? (2) Que suggèrent ces problèmes quant aux approches du Canada en ce qui concerne les initiatives d’éducation internationale à l’époque de la nouvelle géopolitique? (3) Quelles sont les implications sur les relations entre les universités canadiennes et le gouvernement du Canada dans le contexte de la nouvelle géopolitique? Puisque les médias jouent un
rôle puissant dans les politiques éducatives, nous avons mené une étude systématique auprès de trois sources médiatiques et retenu 74 articles de journaux et communiqués de presse entre août 2018 et novembre 2019. Il en ressort trois thèmes principaux qui illustrent les liens étroits entre la politique mondiale, la politique étrangère du gouvernement et les initiatives
d’éducation internationale au sein des universités canadiennes. Il y a deux narratifs concurrents : d’une part, celui selon lequel l’éducation internationale serait une menace pour la sécurité nationale canadienne et d’autre part, celui selon lequel l’éducation internationale contribuerait à la prospérité économique du Canada. Cependant, les médias n’abordent pas la question plus vaste de la manière dont le Canada devrait revoir ses objectifs et ses approches en matière d’éducation internationale à la lumière des grands changements géopolitiques. L’article utilise le cadre théorique du soft power pour discuter des limitations et du manque de vison de l’approche du Canada en ce qui concerne l’éducation internationale comme soft
power à l’époque de la nouvelle géopolitique. La conclusion inclut trois recommandations pour le Canada.
Mots-clés : puissance douce, éducation internationale, géopolitiques, internationalisation et relations internationales
Background/Context: Despite burgeoning racial and ethnic heterogeneity within the United States, many students grow up in racially homogeneous schools and neighborhoods. This lack of interracial interaction appears to play a substantial role in shaping students racial attitudes and world views upon entering college.
Colleges are under increasing pressure to retain their students. Federal and state officials are demanding that those who enter their public institutions— especially students from underrepresented groups— earn a degree. Over two dozen states disburse some state funding on how many students an institution graduates, rather than how many it enrolls. Students and families are more anxious than ever before about crossing the degree finish line, as the financial burden of paying for college has increased significantly in recent years. And retaining students is becoming more crucial to the university bottom line. As recruiting and educating students becomes increasingly expensive, colleges hope to balance the resources they use to recruit students with revenue generated when those students are retained.
Universities that set up shop globally should work to uphold principles such as academic freedom, gender equity and freedom of speech -- but they sometimes compromise, scholars argue.
They innovate and advance knowledge in all sectors and, more importantly, apply learning to improve the quality of life for the most vulnerable, thereby contributing to the advancement of humanity. They help keep children in school with high-quality and relevant education. They improve incomes, advance food security and protect the natural environment. They champion human rights and engage civil society. They co-create knowledge with communities and keep governments abreast of the latest innovations and techniques, supporting them to develop effective policy frameworks.
If we don’t move quickly, Canada risks seeing many of these young, bright minds take their talents elsewhere.
Ambitious, skilled and often multilingual, international students are a great source of talent. They fill jobs and create
new ones through innovation and entrepreneurship — Silicon Valley is a prominent, international example. Research by the Conference Board of Canada shows immigrants help expand and diversify Canada’s global trade. International students could do the same, helping Canada trade in markets such as Asia, where economic growth is greater than in the U.S. and EU — Canada’s largest trading partners.
This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians).
This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians). In Canada, the average PISA math score of immigrant students aged 15 was similar to the score of third- or higher-generation students. The average PISA reading score of immigrant children was slightly lower than the score of third- or higher-generation children. In almost all regions, immigrant students had lower PISA reading scores than third- or higher-generation students. With respect to PISA math scores, immigrant students performed better than third- or higher-generation students in the Atlantic provinces and British Colombia, but performed less well in Quebec and in Manitoba and Saskatchewan. Young immigrants aged 20 to 24 were more likely to have a high school diploma than their third- or higher-generation counterparts (93% versus 87%). Young immigrants aged 25 to 29 were also more likely to have a university degree (40%, compared with 26% of third- or higher-generation individuals in this age group). Manitoba and Saskatchewan (29%) and Quebec (32%) had the lowest proportions of immigrants aged 25 to 29 with a university degree. In contrast, British Columbia (44%) and Ontario (41%) had the highest proportions. Regional differences in the source countries of immigrants explained, in part, why some regions had higher university completion rates than others.
The report’s authors call for at least one-quarter of students within the next decade to have an international learning experience.
“You can take bigger risks, or go do something that maybe scares you, because you know you can do it.” For Emma Monet, this was the benefit of having an international educational experience. The Ryerson University graduate studied in Turkey for the winter semester of 2016, where she took five courses at Koç University toward her sociology degree. She said that, in addition to the course credits, she gained problem-solving skills, a wider appreciation for how others live and a greater ability to trust herself.
In recent years, Ontario universities have increasingly targeted Indigenous and international students for recruitment. Focusing on three southern Ontario universities, I examine how service delivery for these student groups is organized in space. In light of Henri Lefebvre’s work, I argue that the spatiality of the information hubs created to support them differs significantly, each
being defined in the interactions between institutional assumptions about the student group, the social presence and activities hosted, and the lived experiences of the students utilizing these services. Whereas Indigenous student services are organized as a resource centre to create a separate space for Indigeneity on campuses, international student services take the form of an
experience desk to emphasize rapid integration into the mainstream. Based on interviews with students and staff, I reflect on the differences between the two models to discuss the spatial politics of information hubs within the context of Ontario universities.
colleges have opened campuses in Saudi Arabia that don’t allow women.
On Wednesday, Colleges and Universities Minister Reza Moridi said decisions on the operation of a
campus, including student composition, are up to each college’s board of governors.
But late Thursday, after a lot of criticism on social media about the male-only campuses, the minister had a
change of heart about Ontario colleges teaching courses that deliberately exclude women.
International students are being warned they may be the target of scammers who run elaborate virtual kidnapping schemes. (Darryl Dyck/Canadian Press) International students in Calgary are at risk of falling victim to an elaborate "virtual kidnapping"
scam that forced one man into hiding and terrified his family in China, police say.
There have been two such cases reported by Chinese students in the city since the start of May, following reports of the scam elsewhere in the country, the Calgary Police Service said.
Purpose: The aim of this study is to explore if straight-line assimilation, segmented assimilation, and immigrant optimism
hypotheses explain the relationships between schools, justice, and immigration, as well as the potential role of gender, race,
and ethnicity in immigrant youth perceptions of justice, fairness, and order.
This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been
influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have
not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.
Throughout the summer, I have often found myself in discussions about international students. During these discussions I have constantly heard about the “benefits” these individuals bring to Canadian universities described as “unique perspectives in class discussions” or “a significant economic impact.” This is true – international students do provide immeasurable benefits; however, they also face significant barriers while attending our institutions. We need to start shifting our focus from the benefits these students bring, to ways that we can help them succeed while they are attending our institutions.
This paper explores the concept of accountability as it relates to the University of British Columbia. It examines the discourse surround- ing social accountability laid out in the university’s Trek 2010 vision and then juxtaposes this with the private accountability to commercial and government interests as evidenced in other documents and recent university decisions. The paper, thus, concludes that both private and public attempts at accountability are present yet the call to account to a wider social public gets muffled by the vagueness of the goals and, in particular, the appeals to excellence.