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International Education, Labour Market and Future Citizens: Prospects and Challenges for Ontario

International Education, Labour Market and Future Citizens: Prospects and Challenges for Ontario By: Dr. Roopa Desai Trilokekar Associate Professor, Faculty of Education (Post-Secondary) York University Dr. Saba Safdar Associate Professor, Department of Psychology, Director, Centre for Cross-Cultural Research, University of Guelph Amira El Masri PhD candidate, Faculty of Education, York University Colin Scott PhD candidate, Department of Psychology, University of Guelph

Funded by: Ontario Human Capital Research and Innovation Fund (OHCRIF)

Administered by: Ontario Ministry of Training, Colleges and Universities

Date: March 15, 2014

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Contents Executive Summary ...................................................................................................................................................5 Research Objectives...................................................................................................................................................7 Research Questions ....................................................................................................................................................8 Context ...........................................................................................................................................................................8 Methodology ............................................................................................................................................................. 10 Profile of Participants............................................................................................................................................. 12 Data Analysis ............................................................................................................................................................ 13 Key Findings ............................................................................................................................................................. 13 I. University Experience ................................................................................................................................... 13 1. The academic programs are good, the professors are good. ...................................................... 13 2. Christmas in Canada is like staying back in the village with no electricity........................... 14 3. Now I know more friends, now I have some networks .................................................................. 15 4. There is an international student advisor at this university? ...................................................... 16 5. Just get a really good grade point average, and you’ll get a job .............................................. 16 II. Employment Experience: ........................................................................................................................... 17 1.

I didn’t pay $100,000 to do an administrative job. ................................................................... 17

2. Just give me an equal opportunity to get a job ................................................................................ 17 3. I don’t care what anybody says – it’s who you know; before what you know. ...................... 18 4. You have to volunteer …before you are considered for a job..................................................... 18 5. I am grateful… [for] my [university] experience, because it’s because of that that I have a job today ........................................................................................................................................................... 19 III. Immigration Experience ............................................................................................................................ 20 1. It’s not the weather; if I’m a PR, then I have so much other, like, opportunities ................. 20 2. We have to put our dreams on hold, you’re just in limbo ............................................................ 20 3. You’re not sure if your job fits that category ................................................................................... 20 4. It’s definitely head-banging; they should have an integration representative ...................... 21 5. Ontario is not a good place to transition to ‘immigration’ status from ‘international students’ ............................................................................................................................................................ 22 Study Limitations .................................................................................................................................................... 22 Discussion .................................................................................................................................................................. 23

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1.

Uncertainty about employment ........................................................................................................ 23

2.

Value of Canadian education ........................................................................................................... 23

3.

Preparedness for the labour market............................................................................................... 24

4.

Barriers to enter the job market ...................................................................................................... 24

5.

Perception of prejudice ...................................................................................................................... 25

6.

A mixed message................................................................................................................................... 25

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Socio-cultural adjustment and the process of assimilation..................................................... 26

8.

A note on policy implications ........................................................................................................... 27

Conclusion ................................................................................................................................................................. 28 Recommendations ................................................................................................................................................... 28 I. University .......................................................................................................................................................... 29 II. Employment .................................................................................................................................................... 29 III. Immigration ................................................................................................................................................... 30 Dissemination Strategy .......................................................................................................................................... 31 References.................................................................................................................................................................. 32 Bibliography: ............................................................................................................................................................ 36 Appendices ................................................................................................................................................................ 41 About the Authors ................................................................................................................................................... 53

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International education, labour market and future citizens: prospects and challenges for Ontario

Executive Summary Current policy initiatives aim to address a national shortage of skilled workers by encouraging skilled foreigners to settle in Canada. International Students (IS) are particularly encouraged to find employment in Canada upon graduating because they are seen as being better integrated into Canadian society, having already undergone Canadian education and training. We examined this assumption through a pilot study at two Ontario universities that are especially popular among IS: York University and the University of Guelph. A qualitative research method was employed through focus groups with IS. In total, 48 IS participated in the study. All focus group discussions were audio taped. Structured indepth focus group data was explored through a guiding framework of applied thematic analysis. Our results speak to several themes that highlight the extent to which assumed outcomes often do not align with the lived experiences of IS as they transition into the Canadian labour market. It was found that the experience of IS in Ontario is largely positive, particularly with respect to their perceptions of the quality of education received. However, our study clearly reveals that more support and coordination is needed at both the institutional- and provincial-level to ensure IS are better-prepared to work in Ontario after graduation. Our findings suggest that IS perceived the job market in Ontario as extremely difficult to gain access to. IS expressed their fear of not finding jobs in their field of study. They also voiced concern that IS are not offered the same employment opportunities as domestic students. They reported that employers are often unwilling to support IS applications and/or wait for their processing; in other words give any extra concessions to them. An unexpected finding was that IS often successfully found full time employment at their own universities. As an employer, they found universities to be highly supportive and appreciative of them. Our research strongly supports the centrality of social support to the IS experience in both connecting with others and maintaining a foundation. The results highlight that IS highly value their connections with other IS. They recognize the importance of engagement with the university (be it through an on campus job, volunteer positions, participation in student clubs, living in residence). In particular, IS expressed an interest in opportunities to meet more domestic students with whom they had little interaction. The majority of the IS participants in our study expressed an interest in applying for permanent residency in Ontario/Canada. Clearly, with such intent, Ontario is in an advantageous position. IS value the academic institutions and their academic experiences, 5

highlight positive features of Canada and Canadian society. At the same time; however, our study reveals that despite the provincial governments’ attempts to attract IS to become permanent residence and contribute to the Ontario economy, there are many barriers that need to be addressed. Based on our findings, we have made specific recommendations to universities, employers, and policy makers. - At the university level, it is important to invest greater resources and supports for IS. Support structures and services should be available throughout the years of their study, rather than just an over emphasis in their first year. There should be an increase in volunteer and on campus job opportunities for IS. Effective dissemination of information is necessary to ensure that IS are not only aware of these opportunities but also recognize their importance in helping them build networks and prepare them for the labour market afterwards. - At the employment level, there is a need to build awareness and knowledge among employers about immigration laws pertaining to employing international students. More importantly, incentives and educational supports need to be built so as to restrain Canadian employers from discriminating against students’ international status. Immigrant Settlement and Integration Services (ISIS), language services and bridge programs should also be made available to IS. - At the citizenship and immigration policy level, there needs to be a reconsideration of the policies regarding NOC job classification and the requirements for employment in terms of both number of years and types of jobs considered as eligible. The eligibility for government positions needs to be reviewed so as to enable IS to apply to those that they are qualified for. Regulations at the provincial level should be opened up. Research and assessment of IS policy and programs should be supported with an aim at identifying the common obstacles, whether real or perceived, faced by students. Policy, programs and services can be most efficiently and effectively implemented when all three sectors, the governments (provincial and federal), the academic institutions and the labor market work in close collaboration ensuring consistency of message and purpose. The attraction and retention of skilled post-secondary international students is a critical policy issue for the Ontario government. International students also create important economic benefits through higher tuition rates and economic activity at the local, provincial and national levels. However, international education when linked to immigration is not just about numbers and borders but also about fostering Ontario’s and therefore Canada’s social cohesion as a society and a sense of shared citizenship. This study sheds light on the significant need for the Ontario government, its educational institutions and employers to work collaboratively and strategically to build such a sense of social cohesion.

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International education, labour market and future citizens: prospects and challenges for Ontario

Research Objectives As a small pilot conducted on two Ontario University campuses, this study explored the transition experiences of international students (IS) within the institutions in relation to their preparedness and entry into the Ontario labour market. The Ontario government has worked strategically to “make Ontario the destination of choice for international students” (Ontario, 2010) by aiming to increase their enrolments across Ontario post-secondary institutions by 50% in 2014/15 through the Open Ontario initiative. IS contributions to the Ontario economy through expenditures that translate to approximately $3 billion and approximately 30,000 additional jobs in Ontario’s labour market are widely appreciated (Roslyn Kunin & Associates, 2012). However, besides these benefits, IS are attractive to the Ontario government as future permanent residents who will help meet the demographic challenge and the needs of a talented and educated labour force in a dynamic knowledge based economy (Guhr, Mondino, and Lundberg, 2011). In keeping with these interests, Ontario has participated in several initiatives to recruit international students and ease immigration regulations to facilitate their process to obtain permanent residency. One of the main assumptions behind the strategy of recruiting international students as immigrants is the notion that international students will not face the same challenges faced by other categories of immigrants (especially skilled workers) admitted under the points system since they have already spent a few years in the country while pursuing their degree. As Jennifer Humphries, vice-president at CBIE, states: “[IS are] golden, in a sense, because they ha[ve] Canadian credentials, they ha[ve] already integrated to some extent and they ha[ve] shown adaptability ….” (Tamburri, 2013). This notion that IS are “ideal” immigrants or “designer migrants” (Simmons, 1999 as cited by Chira, 2013) has not been challenged, and has not been supported by research on the IS experience. Indeed, little is known about international students as immigrants. This study attempts to explore these issues by examining IS perspectives and experiences with Ontario universities and their transition into the job market. It attempts to identify barriers, gaps and strengths in the delivery of governmental, institutional and community programs and services for IS and provide preliminary insights to help government policy makers and university administrators in their effort to enhance the overall educational experience for IS and their suitability for employment after graduation. This pilot study is envisioned to form the basis for a much larger longitudinal research project which would include a representative sample of universities and IS.

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Research Questions 1. How do IS perceive Ontario universities prepare them for the labour market? What academic, social and cultural knowledge, skills and networks do they attribute to their Ontario education? 2. What are the experiences of IS with the employment process and potential employers in Ontario (seeking jobs as students and after graduation)? What do students perceive as important facilitators and barriers to their integration into the labour market? 3. What campus services and programs do IS avail themselves of for purposes of immigration/job search in Ontario? What do they find useful/missing? What community services/programs did they make use of? What do they find useful/missing? 4. What factors influence the integration of IS into the Ontario labour market/community? What suggestions do IS offer to facilitate their adjustment including gaining relevant and meaningful employment in Ontario?

Context The attraction and retention of skilled labour is a critical policy issue for governments with relatively small populations and low (or even negative) rates of population growth. As leading economies with excellent post-secondary institutions and forecast labour shortages, the commonwealth nations of Canada, Australia and New Zealand have a particular interest in crafting policies that attract and retain skilled post-secondary international students. IS are viewed as a particularly efficient class of migrant because of the assumption that undergoing their formative professional training within these host institutions gives them a greater cultural understanding, and thus a more efficient transition into the labour market, than other immigrant groups. In addition to their contributions as skilled labour, IS create important economic benefits through higher tuition rates and economic activity at the local, provincial/state and national levels. IS are also expected to promote the exchange of cultural knowledge and understanding with home country students, hence contributing to the internationalization of universities (Trilokekar & Kizilbash, 2013; Trilokekar, 2010). Ontario’s policy interests are in close alignment but also in competition with those of other Canadian provinces as well as other international jurisdictions. The government of Ontario announced in The 2010 Open Ontario Plan its target to increase the number of international students in Ontario colleges and universities by 50% to a total of 57,000 students in five years by 2015; by 2012-13, Ontario had exceeded its target ahead of schedule with approximately 59,000 international students enrolled in Ontario postsecondary education institutions (Humphries, Rauh and McDine, 2013). Ontario has been one of the provinces highly attractive to international students, with approximately 43.3% 8

of all IS in Canada choosing Ontario as their destination. Over the last ten years, the provincial ratio of international to total enrollment increased from 3% to 8.9% (Guhr, Mondino, and Lundberg, 2011) making its ratio much higher than the national average. In many ways, Ontario could be considered the leader in international education in Canada. However, Ontario cannot afford to be complacent in its leadership role if it intends “to sustain and enhance Ontario’s competitive position in an increasingly globalized environment” (Steenkamp, 2008). One of the more important ways Ontario can do so is by reviewing and assessing the effectiveness of its current policy strategy to further strengthen policy coordination between the different stakeholders, namely post-secondary institutions and the ministries/departments of citizenship and immigration and labour so as to meet its objectives. As a leader, Ontario is in a position to set national and global benchmarks for best policy and practice in international education, further strengthening its competitive position. Growth in IS in Canada and Ontario

(Guhr, Mondino, and Lundberg, 2011) Ontario’s and Canada’s immigration policy rests on human capital theory, which puts emphasis on immigrant educational qualifications/skills as key determinants of economic performance. However studies (Anisef, Sweet & Frempong 2003, Fong and Cao, 2009, Oreopoulos, 2009) have shown that despite the fact that most of the point system immigrants are highly skilled and well educated, they often have difficulty finding jobs in their fields, resulting in high unemployment rates or underemployment, and they often end up working in fields that do not pertain to their education and expertise. As stated in the Annual Report to Parliament on Immigration, 2013, there is an assumption that IS are ideal immigrants precisely because they do not share the common characteristics of new immigrant groups such as foreign credentials, unrecognized foreign work experience, weak language skills and/or accents and the perception that they do not fit well within the Canadian culture and job market (2013). The Annual Report to Parliament on Immigration states: 9

International students bring with them new ideas and cultures that enrich the learning environment within Canadian educational institutions. International students are well-prepared for the Canadian labour market and integrate more quickly into Canadian society since they have Canadian educational credentials and have spent several years interacting with Canadian students in their post-secondary institutions. (CIC,2013) Human capital theory has proven unsuccessful in the case of new immigrant groups as it is too simplistic and does not take into account the myriad structural, socio-cultural and personality variables that eventually influence one’s performance in the job market. Other theories have proposed explaining these other factors, including assimilation theory, entrance status theory, discrimination theory and period effect thesis (Abdolmohammad and Halli, 2001). However, few studies have examined the IS experience in the labour market and thus the logic of human capital theory as applied to IS has not been tested. It is unknown if the IS experience is different from that of the new immigrant and if in fact the assumed advantages IS have over new immigrants result in different labour market outcomes. The assumption that the integration of international students within Ontario and Canadian society, culture and the job market is smooth and seamless has not been challenged.

Methodology For purposes of this study, a qualitative research method was employed, in particular focus groups were conducted with IS at York University and the University of Guelph. A focus group is a way of collecting data from small groups (Wilkinson, 2004) and is considered to offer a non-threatening environment for participants to discuss their perceptions/ideas (Krueger & Casey, 2000). This method offered the researchers several advantages; it enabled reaching a higher number of IS than was possible through individual interviews; it allowed more in-depth and detailed discussion with IS about their individual and group experiences, perceptions and opinions; and it offered the opportunity for follow-up questions to clarify and probe more deeply into IS responses. York and Guelph were selected as sites for this study because while both universities attract IS students, they contrast in distinct ways. York has the third largest IS enrolments in Canada (4232 in November 2011, 7.76% of total enrollments) and is located in Toronto, a city that attracts the highest number of IS (also IS with post-graduation work permits). University of Guelph represents a mid-sized university (in terms of its IS numbers, 704 in Fall 2011, 3.54% of total enrollments) and is situated outside the metropolis area. It offers two unique features: the city is reported to have the lowest unemployment rate in Canada, and the university is ranked among the best in Ontario by IS (University of Guelph, 2012). In addition, the two institutions served as samples of

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convenience as the two researchers have faculty positions at these universities, and therefore access to information/resources useful for data collection and analysis. For purposes of this study, we targeted students in their final years of undergraduate study or those who graduated in the last year. We decided to focus only on undergraduate students to avoid confounding effects of other factors that are more relevant to graduate IS and also because they are the largest group of IS in Canada. The government’s recruitment and marketing strategies and several of the immigration policies are also directed to this specific group of IS. Students across all faculties and disciplines were invited to participate in this study and were contacted through posters, listserv messages, email, social media (Facebook and Twitter), webpage development and through word of mouth and snow ball sampling. The focus group discussion protocol was developed based on a comprehensive literature review and ethics approval was sought on both campuses. Focus groups are recommended to last between 1-2 hours and consist of 5-10 participants so as to yield diversity in information and yet not make participants feel uncomfortable sharing their opinions/experiences (Johnson & Christensen, 2004; Morgan, 1997). We held 11 focus groups in total (7 at York and 4 at Guelph) each with an average of 4 students and lasting approximately 2 hours. At Guelph, 2 individual interviews were also conducted, as both students were the only shows for the scheduled focus group. In total, 48 IS participated in the study.

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Profile of Participants Participant Demographics

University of Guelph (n = 24) Age group 18 – 23: 10 24 – 30: 13 41 – 50: 1 Male – 8 (33.3%) Gender Female- 16 (66.7%) Average number of years in 2.58 Canada Average number of years at 1.75 University 50.0% Participants with oncampus work experience 40.9% Participants with offcampus work experience 72.7% Percentage intending to remain in Canada after graduation Still in School - 66.7% Current Status in Canada Graduated, not working - 0 Graduated, working f/t -8.3% Graduated, working p/t -4.2% Arts & Humanities - 25% Subject of Study Arts & Sciences - 4.2% Commerce/Business - 8.3% Sciences - 33.3% Engineering - 12.5% Geographic Region

Africa - 4.2% Asia - 45.8% Caribbean - 4.2% Europe - 8.3% Latin America - 25% Middle East - 8.3% North America - 4.2%

York University (n = 24) 18 – 23: 11 24 – 30: 13 Male - 4 (16.7%) Female – 20 (83.3%) 3.78 3.41 70.8% 66.7% 83.3% Still in School -66.7 % Graduated, not working -4.2% Graduated, working f/t -20.8% Graduated, working p/t -8.3% Arts & Humanities- 54.2% Arts & Sciences - 20.8% Commerce/Business 8.3% Sciences - 8.3% Education - 4.2% Environmental Studies - 4.2% Africa - 12.5% Asia - 50% Caribbean - 25% Europe- 0 Latin America - 4.2% Middle East - 4.2% North America - 4.2%

As indicated by the chart above, the student groups on both campuses were fairly similar in profile; York students tended to have a longer length of stay in Canada therefore likely more on and off campus work experience.

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Data Analysis All focus group discussions were audio taped with the permission of the participants and transcribed verbatim. Thematic analysis (Miles & Huberman, 1994) was deemed to be the best approach to identify, interpret and analyze and report the data from our study. A theme essentially captures something important in relation to the overall research question(s) and represents some level of patterned response or meaning within the data set (Braun and Clarke, 2006). As a research team, the two researchers and the two graduate students shared readings on thematic analysis and met at the Research Centre for Cross-Cultural Research at the University of Guelph along with other experienced graduate students to explicitly discuss common understanding of the research methodology and outline a step-by-step process for data analysis. It was agreed that the researchers would work in teams of two and separately analyze data from the two universities, with the understanding that the PI would be responsible for reviewing the full data set. As a team, it was decided that data analysis be primarily data driven, i.e. themes and patterns in the data set would be identified inductively or in a bottom up approach (Patton, 1990) rather than it being framed by specific frameworks. A table was developed separately for both data sets, with each table outlining the themes and sub-themes and appropriate narrative quotes from the data that further illuminated these themes. Next, the full team reviewed these tables and discussed each of the identified themes and subthemes in relation to their salience to the research topic and the research questions. It was decided that there was sufficient overlap between the two data sets to warrant working with the full data set to better organize it under broader themes and subthemes. These broader themes and subthemes were developed as a recursive process where all four researchers went back and forth with the different themes and subthemes to develop and define them further until a point of saturation was reached. The researchers further discussed how the themes fit together and closely interrelate, what they signify in terms of patterns, their broader meanings and implications (Patton, 1990). This was discussed in relation to both the research questions and the literature review of previous research studies (Braun and Clarke, 2006).

Key Findings The themes and subthemes were developed under three broad categories in order to address the four research questions; university experience (RQs 1 & 3), employment experience (RQs 2 & 4) and immigration experience (RQ 2 & 4). Five themes were identified under each of these categories.

I. University Experience 1. The academic programs are good, the professors are good. IS come from varying educational structures and systems, some of which are distinctly different from Canada. Thus several students spoke about having to adapt and adjust to this new academic environment, “because a lot of the ways we learn back home is very different, as we, you know, as you come to Canada, like the way they do a lot of things 13

academically is quite unique.” In spite of these challenges, the overwhelming majority of students reported positively on their academic experience. “I think the academic programs are good; the professors are good. I like how there are many different components such as group work, mid-terms, quizzes, participation.” They also report positive experiences with their professors: “My experience …has been really great in terms of professors… they are always there; their doors are open.” Students appreciate the supportive role their professors play in their future careers, especially if they involve your “want[ing] to stay on the university and carve your own academic field.” There were a few students who felt that such a close relation with professors is only possible in smaller departments or faculties such as in the Sciences. Unfortunately, students did not seem to have had the same positive experience in their interactions with university administration. Several students shared the sentiment that the university “administration is no help at all” and were dissatisfied with the inconsistency and what they perceived as carelessness on the part of administrative staff. Receiving inaccurate information costs IS heavily in terms of both time and money and as a result some students said they had “zero-faith in academic administration.” Overall, our findings confirmed what has also been noted by other studies on IS in Canada (see for example Bond et al, 2007 and Citizenship and Immigration Canada, 2010); on the whole IS are appreciative of the quality of Canadian education. 2. Christmas in Canada is like staying back in the village with no electricity. We were surprised by the frequent use of the words “culture shock,” “home sickness” and feeling “isolated” by IS who had supposedly transitioned into Canadian society. A student tried to explain this phenomenon by saying “I think, in general, for international students, it’s an up and down thing – includes the struggles of finances; the homesickness of trying to figure it out on your own; and I think all of us have that experience – that loneliness – where we experience, where you’re in your room and you have friends around, but you really don’t feel like you belong here.” Students spoke about challenges even in their third and fourth year of study when they reached “the point of being homesick…[and] just wanted[ing] to pack up and go home.” IS reported having difficulty adjusting to the socio cultural milieu in Canada. “Back home, you be with your friends; you go to the beach; you travel – you experience FAMILY. Here, it’s not the same. I always tell my dad – Christmas in Canada is like staying back in the village with no electricity.” Students reported that these feelings of loneliness, of not fitting in and being home sick often resulted in their gravitating towards making friendships with students from their own home countries. “Most of my closest friends they are, like, Spanish people. It’s not like I really want to, it just happens.” Other IS were most often reported as their primary support group. Students often made statements like “The [best] resource on campus, for me is the other international students” because as another student so poignantly stated, “international students really look out for each other. They see a job posting, they’ll tell you about it…If there is some sort of session that is happening, they will tell you…we always look out for each other. And that makes a really big difference in your experience here.” Contrary to their interactions with other IS, several participants expressed their discontent in not “get[ting] involved in the culture here” and having greater opportunities 14

for interacting more with “especially Canadians.” IS differentiated between “2nd generation [Canadians] from somewhere else – like their parents are like from somewhere” and “Canadian-Canadian”. They reported making friendships more easily with such “technically, international people,” whom they labeled as “not really Canadian” but were left with a desire to work on getting to know, “really like [group] of Canadians, like proper Canadians, because I’m good with other cultures, but that’s what I have to work on.” Some IS attributed their limited contact with “Canadian-Canadians” to their perceived language barrier; however most categorically stated that the university “do a little bit for us to get more involved with domestic students, not just international students.” This phenomenon has also been reported by previous studies (see for example Bond et al, 2007, Leask, 2010). 3. Now I know more friends, now I have some networks IS reported that engagement on campus helped a great deal with their socio-cultural experience in Canada and highly recommended IS break out of the “commuter syndrome.” “Most international students I’ve known tended to stay on campus. So [university] was a major part of what Canada was. And, the students I found, who weren’t that active [on campus], had really small cliques and weren’t satisfied as much.” One of the reasons IS attribute importance to campus engagement is because this enables them to interact with a lot of people and “the more people I met, then the more comfortable I felt and then I would do stuff on campus.” Students mentioned on campus jobs, volunteer opportunities, residence life and research opportunities with professors as key to building networks and friendships. They helped build a sense of “community and connection.” Residence was especially identified as a deal breaker in IS university experiences. Students reported it as being a ‘safety net’; the one place on campus where being “Canadian or international does not matter” as getting jobs in residence is “a fair game.” “The best jobs [on campus] are in residence” as opportunities of being a porter or a don meant benefiting “financially and socially and enriching their work experience.” However, they repeatedly stated that other on campus job opportunities for IS were severely limited as most jobs were open only to Canadian students. Several students gave examples such as the undergrad research jobs on campus for which one ‘ha[d] to be a resident of Ontario’ and ‘ha[d] to be Canadian’. Valuing such jobs, IS asked “why can’t I get that research [job] if I’m ambitious? And, if my grades are good and I fulfill all of the requirements.” Such beneficial jobs they suggest “should be open to everybody” especially “international students [who] are paying three times” as much to study here. IS spoke highly of volunteer opportunities whether it be with a professor on his/her research project, in residence, with student clubs, with a student service office or program as such opportunities offered IS “network[s] and work experience;” an opportunity to “meet a lot of wonderful people;” make a lot of friends and help with getting other on-campus jobs and this was all “very good.” In addition students suggested they met “people who are looking for the same jobs; want to do the same things in the future; like to talk about the same things…” and felt “much better prepared to deal with all of the bureaucracy that came with work permits; or dealing with any issues outside.” 15

4. There is an international student advisor at this university? In terms of services and programs, it seemed to be a “hit and miss” occurrence with an even split between participants, with half being extremely familiar with available services, particularly those offered by the international offices, and the other half lacking information about these same offices and programs. One student had this to say: “The biggest help for me, I think, was [the] International [office]. They never failed – their emails get annoying, but they email you about everything that is going on – everything;” to which another student responded by saying that she had not received any such emails and had no information on any workshops or programs for IS. A few students suggested that the international office offer more useful services than inviting them out for lunch. In discussing these discrepancies, IS identified publicity and outreach as a problem and also suggested that the international student service on their campus was thinly stretched given poor resource and staff allocations for the total IS population they served. Several students spoke highly of career centre services appreciating their assistance with resume writing, interviewing skills and listing of jobs. Other services found useful by IS were those offered by the library (in particular writing and editing assistance) and those that provided avenues for students to make friends, such as mentoring programs, conversational partner programs, and even intramural sports. 5. Just get a really good grade point average, and you’ll get a job There was a great variation in IS perspectives on how well the university prepared them for the work place; most often these responses differed by IS field of study. Students in social sciences and humanities expressed concerns that the university only prepares for “academic research and not applied and real-world training.” “When you start off college or university, you’re told, ‘you know what, just get a really good grade point average, and you’ll get a job, and then, you’ll get your paper and you can stay here. And, then in your fourth year you hear, ‘well, it’s not really about the job. It’s about your references. It’s about your experiences’…Why couldn’t you really give me a job opportunity, so that I could get a job and get some experience? You lied, kind of, and you told me that all I had to do was focus on my grades, and now, I have a shiny grade point average and no one cares about that. And, on top of that, once you apply for your PR, no one wants to accept unless you’re going to get a good job, and you’re gonna pay really high taxes, ‘cause they don’t want people who are going to be relying on the system, and, but, to get a good job, you don’t have the opportunities, so you don’t have the experience, so – it’s a vicious cycle.” Hence across both campuses and most programs, IS recommended that co-ops be made a mandatory part of the academic curriculum and that a co-op course be offered to better prepare students for the “real world.” Students with co-op experience, IS stated, had a much easier time entering the job market. IS in professional programs agreed to this suggestion but had a completely different perspective on their academic programs. “I think in engineering maybe we have guest lectures from the industry, from people who are entrepreneurs who own their own business…” and “even the teachers when they talk to you and stuff…they prepare you – I feel very prepared by the university to seek a job here.” A business student states, “I think the professors … are really experienced, because I’m in marketing, and a lecture is mostly related to real life… and a professor is really experienced from the work, and when I went up to talk to my professors, they are really willing to tell me about how marketing works in real life. So I think [University] 16

can provide me a really good support on how I get to know the real world.” II. Employment Experience: 1. I didn’t pay $100,000 to do an administrative job. Students had a very bleak outlook on their job prospects post-graduation. They described their situation as being “really bad” because of “the current state of the [Canadian] economy. They recognized that the job market was also tough for Canadian students but stated that it was especially tough for IS and next to impossible for IS in humanities and social science programs. IS complained that their undergraduate degree did not have much value in the job market as all that they could get were part-time jobs and entry-level retail or administrative jobs. One student narrated how she confronted the reality that she may never get a job in her field of study. “I started a nice, random conversation with a young lady [She’s a Canadian, but she was just a receptionist at some mechanics] and ten minutes into the conversation, she was, like, ‘wow, you did political science? Me too.’ And, that was a shock for me, not because I don’t want her job, but because, honestly I’m working my butt off here – sorry, guys! to not be a receptionist or a McDonald’s employee for the rest of my life, and it’s worrisome, not because I want to stay here, but because there’s more I want to do, ’cause simply right now, I can’t get a PR if I’m a McDonald’s employee, right.” Speaking about the kind of job prospects she has, an IS complained, “I didn’t pay $100,000 to do an administrative job” while another IS stated “it is not about the money,” but it is about being unfulfilled after getting a degree in a specific field. Some IS are reluctant to accept this state of affairs and suggest that they will have to leave Ontario/ Canada as “I wouldn’t stay in a place that would have me under-employed with a degree in Economics.” Others consider graduate education as the only avenue to attain a job in one’s field. In frustration an IS asked: “you know,…the government is talking about increasing the international student intake in Canada because you know they want to have all these talented people come from all over the world, while even the students in their own country has no clue what they are going to do with themselves after graduation…and if they don’t know what to do with themselves, what kind of chance do international students have?” 2. Just give me an equal opportunity to get a job In discussing his job prospects, an IS stated, “we have that extra step, because like, okay, jobs are hard to get. Plus, you’re not a resident. So, it’s like that extra burden that is placed on us. So, we know we are like 2 times as likely to not get that job, because of that status that we probably have.” Several IS expressed great frustration that they were considered ineligible for government jobs especially since the degree programs they completed were oriented towards such jobs. This leaves IS feeling that as graduates of Canadian universities their status results in being “even marginalized further” in the job market. Barriers to the job market confuse IS: “I find that really strange, because Canada is under-populated and they are like, really multicultural, you know. So, I’m like, why would you guys do that? You know…I don’t understand. You have limited people, like why would you restrict us? You know what I mean. I just don’t get it; it kind of conflicts for what they stand for.”

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Canadian students are perceived by IS as having distinct advantages over them in the job market. “If they are domestic, most likely, they have families here and they already have people who are not just on their own age group, but they have senior members in their family - they already have those connections is what I’m trying to say… they have family friends here working in various companies.” Also IS suggest that “Canadian students have the support of their family and if something goes wrong they can always go back home…” whereas for IS “you don’t have anybody else to turn to.” Another advantage Canadian students have according to IS is that employers give them preference while hiring. Canadian students tend to have more work experience having worked in Canada at an earlier age and therefore a longer period. Besides, according to IS, employers view them as “complicated hires.” Several IS spoke about their reluctance in divulging their IS status to future employers. “I have actually resorted to taking out the fact that I’m not from Canada in my applications, because I just don’t want to get prejudiced out.” “I feel like automatically for them, a red flag comes up;” “once you tell them you’re an international student, something happens.” An IS implored, “You know if I want to get a job, I don’t want the first question asked of me: ‘Are you a permanent resident?” I mean, just give me an equal opportunity to get a job”; “just give the opportunity, yeah, and just be more open-minded, and give the opportunity and be open to diversity.” 3. I don’t care what anybody says – it’s who you know; before what you know. In speaking about their experience with the job market, several IS expressed their disappointment in employers who they stated had “some fake set-ups going on” because in reality they already had someone in mind for jobs they had advertised. Connections are what you need and what get you jobs according to most IS. One IS made an interesting observation: “connections work in the same way ‘all over the world’ but in Canada, two things work against them: one, “[here] they are more subtle in showing you that” and two, although they may not have lower abilities or skills than domestic students, the “connections” that domestic students have work in their favour. “Because we didn’t grow up here and then, you know, we don’t know a lot of people, and even connections, ’cause based on my personal experience; most of my friends, if they get a job or internship, it’s based on their personal connections. Their friend gives them the opportunity to get an interview, so, they get a chance to do that.” This notion that “connections” makes a difference is further confirmed by IS themselves who have had success in getting jobs. “My first position that I got outside the university…it was because of a professor here that allowed me to talk to…the vice-President at TD. I sent them my application, I didn’t hear back from them, I spoke with my professor, and they spoke with the VP, and then that’s how I was able to kind of get my foot in the door, and use my experience and qualifications after that so it’s definitely who you know.” Another IS states, “it’s just who you know. Obviously it’s what you know as well, but it’s who you know…just coming to terms with that and being realistic.” 4. You have to volunteer …before you are considered for a job The importance of volunteering was emphasized by IS as a way to get engaged on the university campus. Volunteering they stated helped make friends but perhaps most importantly builds your networks and connections. Volunteering then is seen as the best 18

and sometimes only way to get entry into jobs, be they on or off campus, part or full time, contract or permanent. An IS shares advice he received from a career trainer: “the people that were training us told us that even if you are not – because I’m not a resident – for everybody, you have to volunteer at least 3 years even before you are considered for a job. The likelihood of you getting a permanent job is so slim. It’s like – they really don’t hire people that much anymore. It’s very rare. It’s like, you do these odd contract jobs – 3 months; 2 months, but if you get like a steady job, it’s going to be like so hard – especially if you are looking to work for a whole year to get your Citizenship status.” 5. I am grateful… [for] my [university] experience, because it’s because of that that I have a job today One of the surprises in our data was the number of IS who reported getting full time employment after graduation at their own universities. For most students the full time jobs materialized from previous on campus jobs and/or volunteer positions. “I worked a lot while I was in university – like a lot of on-campus things that kind of rolled over into full-time work.” Several IS worked as liaison officers, recruiters or admission officers at their universities. They spoke about earning well, getting good benefits “and it qualifies as a position when you’re applying for your permanent residency.” Also it is great overall experience according to IS to travel and see different places in Ontario as well as internationally. Another IS was convinced that she got her job at the admissions office because of her English, Cantonese and Mandarin abilities. Her job involves calling prospective Chinese students and describing the ESL programs and the application process. Both students landed these jobs through word of mouth; for one student it was through a “lady that took the picture of me [for the transfer student handbook] [she] told me about the position.” What we noted was that the university as an employer was spoken of as being highly supportive and appreciative of IS. First as an IS studying at the university, IS stated that on campus employers were extremely supportive; they worked around their school and exam schedules, were flexible and understanding. As one student said, “All the employers, because it’s an academic setting, everyone knows that your priority are your grades and your classes …employers here understand that they are employing student workers.” In comparison IS stated that as students they found off campus workers rigid: “it’s like a completely different environment… they don’t really care.” Postgraduation as full time employees, IS stated that staff were “really personable people and everything. They are really willing to help you and hear your story and stuff like that. Like …somebody you could see as a friend as well… [somebody prepared to] give you that chance.” They summed up their on campus and post-graduation experiences at their universities by saying “[university] gave me that opportunity to make me who I am today, so for that I am so grateful… [for] my [university] experience, because it’s because of that that I have a job today.”

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III. Immigration Experience 1. It’s not the weather; if I’m a PR, then I have so much other, like, opportunities It is interesting for us to note that although CIC report that while there has been growth of IS numbers applying for post-graduation work permits, the proportion of IS applying for PR has not increased as expected (Citizenship and Immigration Canada, 2010). When asked of their intent, a vast majority of IS stated that they would like to apply for PR. Reasons differ among students depending on a host of factors, primarily their country of origin, the economic prospects it offered them, their family influences and their subject of study. Pursuing graduate education was the natural next step for the majority of IS participants. Applying for PR was seen as an advantage in achieving this goal as this meant not having to pay high international student fees while also being assured of better jobs in one’s field of study. A graduate degree interestingly enough was also looked upon as a fallback arrangement should PR not materialize especially as application for the provincial nominee program is considered to be much easier for graduate students. IS stated that PR to Canada was attractive, not so much for the weather, “not at all; in fact, every time I get out I want to move to Hawaii, or something. But, it’s the people.” “Canadians are very respectful.” “Canadian society”, they state, is “more fair. And, I don’t know, the environment is better, not that much pollution. I like environment here, although it’s really cold, I still like it.” 2. We have to put our dreams on hold, you’re just in limbo In describing their experience post-graduation, IS say that they “have to like re-organize [their] dream, so that like, you can start working and put certain things in place. You have to like, ‘get settled’. Because, honestly, we’ve been here for like 4 years, but we’re not settled – we’re still not settled; so you have to get settled first, before you can think about law school. So, we have to put our dreams on hold. And, it’s really heart-breaking, because I have friends now that apply for law school; and they do their LSAT; and they are moving on to law school and I’m like ‘Hey, you know…I’m equally smart. I could move on to law school, but I can’t because I have to take care of this thing, because I’m international.” Students describe “that time in between where you’re no longer a student, you’re a worker but you haven’t reached that permanent resident status” as being “just in limbo.” This time is especially difficult because for example “the banks aren’t really the best…If you’re a student it’s no problem at all” but “when you’re not a student looking for work,” “you can’t get a credit card, you can’t get a car lease, even getting a phone is a nightmare, because you have no credit history.” One student describes that it “feels like you’re in a jail [while waiting to satisfy the PR conditions].” Another student concurs: “you jump through one hoop; you get there and you’re like ‘Oh my goodness, there’s more jumping to be done and everything.’ So, it feels like you are stuck here – I feel stuck and everything like that. I’ve come to grips that this is my life now.” 3. You’re not sure if your job fits that category Overall IS found that the student visa, work visa and post-graduation work visa policy and processes were efficient and effective. Several IS recommended that the work permit for IS should be issued along with the student visa as one document. Thus the current 20

change in regulation that does just that will be appreciated by IS. On the whole most IS found the online application process fairly straightforward; however some students did find some of the instructions confusing. This caused them anxiety as they were always stressed about the added cost and delay with any sort of policy or process misunderstandings. Students did refer to the challenges they faced because of what they thought of as constant immigration policy changes. As it is, they reported finding the PR application very confusing and problematic. This was mainly because of their concern with the NOC job categories and finding employment that would meet those requirements. They stated: “you’re not sure if your job fits in that category [NOC]…Does it really require a university degree? Is it this level? Is it that level? …and does this fit the PR requirements, cuz you know, I’ve heard of people who did a job for a year and they thought for the requirements to send in the PR thing, and they refused them.” IS find this regulation further confusing because when they apply for the post-graduation work permit they are allowed to work at any job; yet to apply for PR they have to satisfy NOC requirements. IS also expressed concern that there was no grandfathering clause for applications submitted under previous policy. One IS narrated a story of his friend: “He [a friend, an international student] was working as an administrative, sort of position at a really well known firm, and when he applied for his PR, it was perfectly fine, there was nothing going on. And, a month and a half after he applied, they called him and said, well, we removed the code; we don’t accept administrative assistants or administrative officers anymore, so, unfortunately you cannot apply for your PR and you aren’t eligible anymore. And, that’s unfair on so many levels. First of all, you know, your admin jobs are a basic job. Nobody is going to give you a financial analyst job… out of university, regardless of your GPA. Unless, you, like, really have those high contacts, and being an international student, that’s very hard to get.” Finally, IS also question the fairness of the requirements to convert to PR status or obtain citizenship. They wonder why they have to take a language test when they have four years of university and sometimes work experience in Canada. Speaking of the citizenship test, an IS tells of her “friend from St. Lucia, and she did the test; she was studying for it [citizenship test], the other one and she said she was studying for it and she was asking her co-workers for some help, and they had NO IDEA about anything – any of the questions pertaining to Canada. And, she’s like, “How is it that I’m supposed to take a test to prove that I can be Canadian and be integrated in a Canadian society – and Canadians can’t even pass the citizenship test?” 4. It’s definitely head-banging; they should have an integration representative Students describe applying for PR and/or processing of immigration permits as “head-banging” especially as they find customer service for immigration programs extremely poor. They refer to their frustrations of making phone calls to CIC, waiting for long hours only to be told that they should be referring to the websites. IS said that the website itself was also complicated and intimidating. “I had to [eventually] talk to three different people to understand that there were two different programs, and it’s not stated, and they have brochures and brochures.” They expressed a real need to have a person, an immigration representative, a knowledgeable go-to person on the university campus who would be knowledgeable about policy and process and be helpful to IS. Such a person 21

would be extremely beneficial as the international student offices they felt were not always up to date with the latest policies and processes. IS even suggested offering a course; “Immigration 101,” to “review every aspect of the IS experience from policy and permit regulations.” “I think just having someone just to guide you there, because if we’re going to go into the workforce, we’re going to need to know what we’ll need to do, or else it’s pretty much just sending us blindly.”

5. Ontario is not a good place to transition to ‘immigration’ status from ‘international students’ An IS stated: “I was actually thinking about leaving Ontario and going to a different province, because there’s really nothing much out here [referring to jobs]. [Also] the immigration process is ridiculous – like, you work for a year and then you apply; and then it takes another 2 years before you even get through.” With the job competition in Toronto, IS spoke about the attractiveness of other Canadian provinces. Specifically, Alberta and Saskatchewan were mentioned as possibilities. Alberta is attractive because “they don’t require one year of experience before you can actually apply to become an immigrant. They just want you to graduate from the university; get the job; get that employment letter and your immigration procedure starts right away.” While Saskatchewan IS students say might be “cold and boring…[but] in one year, you have your permanent residency. You work for 6 months, you apply and another 6 months you get your permanent residence.” So, some IS said, “Ontario is not a good place to transition to ‘immigration’ status from ‘international students.” Third countries were also discussed as possibilities for the same reason: shorter more open PR policies and processes and/or better job opportunities. While New Zealand and Australia fell in the first category, the US was frequently mentioned as a place with far better job prospects. Speaking of Australia, one student said, “I heard in Australia, they fast-track programs for international students. Like, if they have a 4-year undergraduate degree, then they are eligible to get a Permanent Resident Card.”

Study Limitations While the data from the focus groups was rich and insightful, our methodology and sample size pose several limitations to our study. The sample sizes at both institutions were small (24 in total on each campus). Our findings can therefore not be considered representative of the IS population on the two campuses. Also, our criteria for inclusion of participants for this study was their status (undergraduate) and years of study (3th and 4th year preferably or post-graduation) and thus we did not control for factors that might have influenced our findings such as country of origin, study discipline (e.g., business, psychology, engineering), and length of stay in Ontario. However, we feel fairly confident that our methodology provided us with valuable insights into IS experiences and perspectives and enabled us to dig deeper into reasons behind IS responses. We were also able to discuss specific policy and programmatic recommendations with IS and allow them space and time to elaborate on these in further detail, which would be more difficult if we had used a survey. 22

It is important to add that we consider the current project a pilot study. We hope to be in a position to conduct a much more extensive study based on some of our findings, one that would be longitudinal or cross sectional so as to better capture the full experience of IS from their first year of university to post-graduation and entry into the labour market. We would also expect to examine policies of competitive jurisdictions as well as policy coordination mechanisms between the different stakeholder groups within these jurisdictions in order to develop broader policy recommendations. Finally, we would expect to work with more flexible and extended time frames to enable a richer qualitative study.

Discussion 1. Uncertainty about employment Our study clearly reveals that IS perceive the job market in Ontario as extremely difficult, if not impossible. They are well aware that jobs are also scarce for domestic students and that an undergraduate degree does not offer job security to any university graduate, particularly if they have studied humanities or social science subjects. Thus, many IS anticipate encountering difficulties in turning their intentions to immigrate into reality due to such an unstable and unwelcoming job market. Previous research has also found that IS report being anxious of being unemployed, underemployed or rejected in the Canadian market. Even IS who would otherwise qualify to immigrate doubt that they would be able to do so given the unstable labor market (Chira, 2013). IS in our study spoke about exploring job opportunities in other Canadian provinces, but often spoke about the US as a place that offers many more job prospects. In particular, IS expressed fear of not finding jobs in their field of study. They were very concerned that they would have to compromise and settle for entry-level administrative jobs. Some IS do not wish to make such a compromise particularly since they have paid so handsomely for their degrees and they could find better job prospects either in their own home countries or a third country. This finding is also consistent with previous studies. Nunes and Arthur (2013) also found that for about half the IS in their study report that their expectations about better job prospects in Canada (as opposed to their home countries) are unmet. They state that jobs related to their major are scarce or that there is a greater chance of promotion at home (2013). In this sense, the IS experience is similar to that of new immigrants who have difficulties in getting jobs in their fields/profession and are more often than not unemployed or underemployed. Although Guelph is noted as a city with one of the lowest unemployment rates, in our small sample, we did not find any difference between the York and Guelph IS in their perceptions of the job market. York students however more frequently mentioned that Toronto represented both opportunity but also much more competition. 2. Value of Canadian education The challenges IS face in the job market and in applying for their PR lead them to question the true value of their degrees. On the one hand, as mentioned above, the job market does not seem to offer possibilities for working in their chosen profession and in positions that would use their education, skills and training. On the other hand, they wonder why their Canadian credential is not good enough in and of itself to be eligible 23

for PR. IS said: “I think like our degree should have more weight –they could have requirements stating that, of course you have completed your degree; you’ve demonstrated that you have worked for the majority of your university life; like, at least demonstrated that you have contributed significantly to the Canadian economy and everything like that. Honestly, that can make it so much better for us to get a permanent residency, because if we honestly leave our countries and fly across the Atlantic and across oceans and seas and everything to come here, we are serious. And, you invest $100,000 on tuition and everything, you’re a serious person to set down and put roots in Canada and everything like that, so why are you making us jump through hoops and more, you know? And, we’ve demonstrated financially that we can live in this country.” 3. Preparedness for the labour market In general, some IS especially those studying general arts and sciences, do not feel well prepared for the labour market. They speak of a “shocking revelation …that, once you graduate, you feel like you are not prepared for what’s out there. You tend to excel in your education…But, after your graduation, then what?” IS in professional programs such as business feel more prepared to face the job market; however regardless of discipline clearly IS are suggesting that universities do need to do a lot more to better prepare their students for the job market. In particular they recommend mandatory creditbased co-op programs for all majors as they believe that “it’s mainly the co-op students who are getting positions and after their 3rd term, they would get their final offers and they can continue with that company from after their graduation period.” Given the lack of work experience and networks among IS in comparison to domestic students, co-op placements/courses are considered even more imperative for IS. 4. Barriers to enter the job market Language ability both perceived and real is perhaps the most important factor highlighted by the literature influencing IS experience both within the university and the job market. At university it is said to influence class participation and academic performance as well as the overall experience of IS with international education (Ward & Chang 1997; Ward & Searle, 1991; Yang, Noels & Saumure, 2006). English language proficiency is often identified as one of the most concerning factors to integrate with Canadian culture and the job market. Previous studies (Arthur & Flynn, 2011) have reported IS challenges with linguistic abilities even though they may have studied in Canadian institutions thus indicating that it poses a barrier to the smooth integration of international graduates in the local workforce (Chira, 2013). Student’s reports of their English language proficiency differed between York and Guelph with more Guelph students identifying it as a barrier to their adjustment at both the university and the work place. At York, in fact, few students reported being annoyed at comments they received, such as, “Oh my goodness…you speak English!” or “you are a fake international student” in response to their English-speaking abilities. What our data suggests is that while language is a major factor influencing IS experiences, even in their final years of study, we need to be cautious that we recognize the role self-confidence plays in language ability. We also need to pay heed that our focus on language ability does not overshadow other important socio-cultural factors that equally influence the IS experience. It is for this reason that treating all IS as a homogenous group becomes problematic; we need to constantly question our underlying assumptions of what it means to be an IS. 24

5. Perception of prejudice IS mentioned several social and structural barriers to their access to the job market. As mentioned, they perceive Canadian students as having advantages over them in terms of number of years of work experience, connections and networking. But, they also described what we would identify as discriminatory practices within the job market. IS were extremely wary that their status was off-putting to potential employers. Hence, several reported their hesitancy in divulging their international student status to employers. One IS spoke of an incident where an employer expressed reservations in hiring another IS because of his “intimate affairs.” By this, the IS explained that the employer meant his immigration status which essentially worked to his detriment. Students reported that employers were often unwilling to support them given the extra processing time or paper work required. But in addition, IS described prejudice on the part of some employers in terms of their race, religion and/or culture in general. Students made comments such as this: Employers, “they don’t like it. When you come with your nice African scarf, and your big earrings, with the African continent on it, they don’t like it, and they don’t want to tell you, you know what, I don’t want you to come with your colourful scarf, but they won’t call you [referring to a job interview]… as you are not a ‘regular.’” A study done by Chira (2013) reported that IS linked accents and language proficiency to feelings of lack of belonging and fears of discrimination. Another study revealed that applicants to job openings with Anglophone names were twice as likely to receive a response compared to those with Chinese or Indian names (Oreopoulos, 2009). Our study in the context of several others clearly suggests that the Ontario labour market is not blind to socio-cultural, ethnic, and/or racial difference; rather it can be discriminatory and pose many unfair barriers to IS attempting to enter the job market. 6. A mixed message Based on our conversations with IS, it is evident that as a province and as a country we are sending mixed messages. On the one hand, IS are aggressively recruited to our campuses and both at the governmental and institutional level they are welcomed to Canada with open arms. IS also report that they hear a lot of rhetoric around the value they offer to Canadian society and the economy, and that governments are encouraging them to stay as PR as they recognize their potential to make contributions to Ontario/Canada given their Canadian qualifications, work experience and familiarity with Canadian society. However, they face some insurmountable barriers. As mentioned above, they face difficulties entering the job market. Several potential jobs such as with the government are inaccessible to them. In addition, they are perplexed with some of the changing policies on immigration which seem to make it more difficult rather than easier for them to achieve their PR status. Most IS appreciate Canada’s multicultural policy and the fact that they get to work and socialize with people from so many different cultures. Yet, at the same time, their experiences also get them to question just “how open and tolerant Canadian society is” because in the experience of some IS, they feel accepted as long as “IS are willing to adopt Canadian customs.” With reference to Canadian employers, IS believe that “they want you to be a certain way, and act a certain way, and look a certain way” and that “you can behave the way they anticipate you to behave.” For some IS these experiences have a compounding effect resulting in some students developing what they describe as “a tough love for Canada” and for others they read it as 25

a message to explore opportunities in other competitor countries. 7. Socio-cultural adjustment and the process of assimilation An extensive body of research has examined the adjustment and adaptation processes of IS. In general, post-secondary students, domestic and international alike, deal with transition issues and novel stressors that arise from academic and social life and regular personal development. IS, however, experience a great deal of added stress (Moores & Popadiuk, 2011). Research has identified both psychological and sociocultural adaptation as being key to acculturation to new cultures and societies (Searle & Ward, 1990; Ward & Kennedy, 1993, 1999). With reference to adaptation and adjustment of IS, Moores and Popadiuk (2011) have suggested that social support has been one of the only factors that have consistently predicted a successful transition. Our research strongly supports the centrality of social support to the IS experience in both connecting with others and maintaining a foundation. In particular, our study highlighted that IS highly valued their connections with other IS; the network among IS provides them with a comfort that “they are not alone” and enables access to valuable information and resources. Equally important for IS, as the literature suggests, is the social support they receive from their co-nationals (Brisset, Safdar, Lewis & Sabatier, 2010) which influences their psychological adaptation and emotional wellbeing and satisfaction (Ward, 2001; Ward, Bocher & Furnham, 2001). Along with other IS and co-nationals, research has also found that host identification is equally important for adaptation (Ward & Kennedy, 1994; Ward & Rana-Deuba, 1999). Our study however complicates the notion of home and host as referred to in the literature. IS in our study referred differently to their interaction with first/second/third generation Canadians as opposed to what they referred to as “Canadian-Canadians.” IS reported higher levels of contact and positive interactions with students, faculty and employers who were immigrants themselves or whose parents were immigrants. This interaction was important to them as it re-confirmed their own cultural identities but also provided them with role models; “if she can do it, so can I.” What IS clearly missed was interaction with Canadians of European descent (as surmised by their descriptions of what they referred to as ‘Canadian Canadians’). This is especially troubling as research seems to suggest that the benefit of social ties with locals seems greater than those with co-nationals (Searle & Ward, 1990; 1993; Ward & Rana-Deuba, 1999) when it comes to adjustment and one’s ability to ‘‘fit in’’ and navigate successfully in the new cultural environment. Other studies have also reported that IS who have studied in Canada spoke about them having very few, if any, Canadian friends (Arthur and Flynn, 2011, Lyakhovetska, 2004). Although IS are aware of the importance of social networks in finding employment (Chira, 2013), they find making friends with domestic students to be difficult which is especially true for international students (but not exclusively) whose first language is not English (Lyakhovetska, 2004). IS reconfirm what the contact hypothesis has long stated (Allport, 1954; Amir, 1969): contact among different social groups may enhance mutual understanding and reduce inter-group stereotypes and discriminations” (Li & Gasser, 2005). IS desire to have more interactions with different groups of students, but in particular domestic students of different backgrounds so as to build their own intercultural competencies but also those of others. 26

Finally, our study also spoke to other variables identified by the literature that influence IS adjustments. It overwhelmingly supported the notion that there is a positive relationship between international students’ engagement in extracurricular activities and their adjustment including their life satisfaction and academic involvement (Toyokawa & Toyokawa, 2002). IS recognized the value of engagement with the university (be it through an on-campus job, volunteer positions, participation in student clubs, living in residence) and therefore recommended it highly as a strategy to be encouraged in the first year of study, something several IS regretted not doing. Our study suggests that IS perceive themselves to have “a leg up” over new immigrants coming to Canada, in keeping with the assumptions made by the policy on immigration for IS, because they believe they have more “knowledge about Canada and how they operate;” there remain some fundamental challenges in their experiences in Ontario universities, their transition into the labour market and their application and conversion to PR status. Many of these challenges interestingly enough resemble those faced by new immigrants to Ontario/Canada; these findings are also confirmed by Chira’s (2013) study which reported similarities in the limitations faced by and new immigrant populations. In light of this, perhaps Moores & Popadiuk’s (2011) descriptor for IS as a “vulnerable population” in the context of their academic and social experiences holds as much validity in their labour market experiences post-graduation and should therefore point us in the direction of developing more targeted policies and support programs and services. 8. A note on policy implications Our study highlights the often contradictory efforts made in recruiting IS to become immigrants. On one hand, steps are taken to make their study-work experience smooth and hassle free. One of these steps is that study permits will automatically authorize the holder to work off-campus for up to 20 hours per week during the academic session and full-time during scheduled breaks without the need to apply for a separate work permit. Another step is allowing eligible international graduates to work full-time after their studies are completed until a decision is made on their application for a Post-Graduation Work Permit, something that was not authorized previously (Government of Canada, 2014). On the other hand, once these students finish their studies and plan to pursue immigrant status, they may find further restrictions to their PR process. For example, the new proposed New Citizenship Act Bill24 might be just such a restrictive policy (if approved). Under the new proposed law, the temporary residence will no longer be counted towards citizenship applications (Canada Gazette, 2014). Sonia Lesage, a spokeswoman for the Ministry of Citizenship and Immigration, states: “While it may take someone who came to Canada as a foreign student longer to meet the residence requirement under the new rules, the changes are designed to deepen their attachment to Canada” (The Canadian Press, 2014). With the proposed new rules then we have made international study-work experience easier but their transition from temporary/ foreign worker to a citizen more challenging and time consuming. An article appropriately entitled “Canada could become less attractive to international students: Changing citizenship rule could hurt Canada’s efforts to woo foreign students” also suggests that this proposed change to the Citizenship Act “seems to run counter to the government’s pledge to double the number of international students in Canada by 2022” and “creates a 27

potential hurdle for those who typically make well-integrated, sought-after immigrants.” (The Canadian Press, 2014).

Conclusion The majority of the IS participants in our study expressed an interest in applying for PR in Ontario/Canada. Clearly, with such intent, Ontario is in an advantageous position. IS value the academic institutions and their academic experiences, and are attracted to their distinctive features, for example, York’s location in Toronto and Guelph’s setting in smaller community that does not distract but rather enables IS to focus on their studies. IS speak of many positive features of Canada and Canadian society, appreciate its multiculturalism, especially in major cities such as Toronto. Canada is attractive to them precisely because it offers them an opportunity to apply for PR and Citizenship. Thus, at both the provincial and federal level, Canada is well poised to competitively attract educated and talented IS as future immigrants. However, as our pilot study reveals, this competitive edge is often lost given the many barriers to IS in entering the job market and applying for PR status. It is imperative that these barriers be addressed. For this purpose, we propose that further investigation is warranted to inform policies, practices, and the allocation of resources directed towards international students. We concur with Nunes and Arthur that promoting academic migration and retention of international students is a policy issue that affects the types of service needed by students as they navigate educational and employment settings (2013). Thus, studies that explore the experiences of international students throughout this cycle are needed, from their entry to academic programs through to the completion of those programs and career plans after graduation (Nunes and Arthur, 2013). Both our federal and provincial governments are positioning themselves to harness the economic potential of IS, and in this process have adopted an “IS-as-commodity” perspective to international education (Trilokekar & Kizilbash 2013; Trilokekar, 2010, 2009). The economic impact of IS education in Canada is substantial, effectively making it a significant service in which Canada trades. For instance, “education services” is Canada’s eleventh largest export, and its single largest export to China (Government of Canada, 2014). However, as a leader, Ontario must be cognizant that international education when linked to immigration is not just about numbers and borders but also about fostering Ontario’s and therefore Canada’s social cohesion as a society and a sense of shared citizenship. This study sheds light on the significant role of the Ontario government, its educational institutions and employers to work collaboratively and strategically to build such a sense of social cohesion.

Recommendations There is clearly a need for better supports and services for IS throughout their years of study but in particular during their graduation and post-graduation years. Policy, programs and services can be most efficiently and effectively implemented if all three sectors – the governments (provincial and federal), the academic institutions and the labour market – work in close collaboration. Consistency of message and purpose needs to be strengthened across these three sectors and each kept informed and updated on 28

current policies and regulations. A committee could be struck to discuss future policy issues and strategies based on new developments such as the new federal international education policy and its recommendations, for example its targeted approach to recruitment of IS from specific countries/world regions. Such a committee could also work to establish common province-wide best policies and practices.

I. University Student engagement is proven to improve student learning outcomes and their overall post-secondary experiences and levels of satisfaction. This study suggests that student engagement is even more crucial for the IS experience given the centrality of the campus environment for IS; the campus for all purposes serves as “home” to a majority of IS. The recommendations for universities include: 1. Investing greater resources and supports for IS on university campuses, in particular support structures and services throughout the years of their study, not just an emphasis on the first year; 2. The urgent need to increase their access to a variety of on-campus job opportunities as well as volunteer opportunities, in particular developing programs that would offer IS opportunities to work with faculty members on research projects. 3. Keep in mind the crucial role of internships and cooperative educational opportunities for IS to get introduced to the world of work, gain work experience and develop networks and design such opportunities within current program structures and requirements. 4. Develop and coordinate more intentional programs to increase interaction among different groups of students, in particular international and domestic (broadly described). 5. Given that residence life programming on university campuses seems to be doing something right in their support and engagement of IS; it would be worthwhile to consider how other units on campus can benefit from residence life approaches.

II. Employment 1. Build awareness and knowledge among employers about immigration laws pertaining to employing international students. 2. Develop checks and balances as well as incentives so as to encourage best practices among employers when it comes to hiring IS. Highlight benefits IS offer by way of their Canadian education combined with their international knowledge and perspectives and intercultural skills. Perhaps the university as an ideal IS employer might consider ways to work with the government in building a supportive ethos for IS employment. Employers that are immigrants themselves can act as mentors for IS and role models for other employers. 3. Develop closer links between the university and the employers so that both are 29

well informed about current immigration policies and adequately understand the perspective of Canadian employers on hiring new graduates with a Canadian education and international credentials. 4. Include IS in established bridge programs that enhance the integration of new immigrant professionals into the labour market.

III. Immigration Improvements need to be made both at the level of policy and process. 1. Review of the policies regarding NOC job classification and the requirements for employment in terms of both number of years and types of job considered as eligible for IS PR applications. 2. The eligibility for government positions needs to be reviewed so as to enable IS to apply to those that they are qualified for based on educational credentials and experience. 3. Immigration regulations at the provincial level should be further opened up for IS. For example, the PNP program could be made more flexible to facilitate IS undergraduate PR applicants. On- and off-campus work by IS could count towards PR. IS pursuit of graduate education should be encouraged as these interests tie in nicely with Ontario’s goal of harnessing an innovative and knowledge-based economy. 4. Immigration processes needs to be further simplified and streamlined. One example of an effective process is that for the post-graduate work permit. This process is identified by IS as clear, simple and easy. The government worked closely with the international offices at universities to update information on policy and process, ensure allocation of resources as support for this program, both at the governmental and institutional level and adopted a simple on-line process. This model should be considered for other application processes. 5. There is a need to examine the linkage between changing Canadian immigration policy and institutional programs and services directed at international students so as to further streamline policy and processes for IS and offer them the required supports. Immigration offices can coordinate workshops and services with universities and look into the possibilities of training and designating a university staff member as a IS immigration assistant. 6. Services offered through federal and provincial immigration offices need substantial improvement. Information needs to be correct and also more importantly consistent; navigation of the relevant websites be made more user-friendly, attention needs to be paid to the lack of service culture reported by IS; contradictions in policies and practices rectified. 7. Funding should be invested in more research and assessment of IS programs and services, with an aim of identifying the common obstacles, whether they are real or perceived, faced by students as well as noting effective facilitators for students 30

throughout their journey from the day they apply for a student visa till they obtain their citizenship. 8. Immigrant Settlement and Integration Services (ISIS)/language services should also be made available by both federal and provincial governments to IS. Clearly, IS need such supports if governments expect to encourage and facilitate IS to come to Ontario/Canada and stay as PR/Citizens.

Dissemination Strategy I. Research paper presentations    

The Association for Canadian Studies Metropolis Conference, March 12-15, 2014, Gatineau, QC The Canadian Society for the Study of Higher Education (CSSHE), May 24-30, 2014, Brock University, ON. The Canadian Psychological Association (CPA), June 2014, Vancouver, ON International Association for Cross-Cultural Psychology (IACCP), Reims, France, July 2014.

II. Journal article submissions We plan to submit articles to Canadian Journal of Higher Education  Higher Education Policy  Journal of International Migration and Integration

III. Media The results of the project will be prepared as short reports and submitted to newsletters, e-magazines, and other platforms that immigrant organizations use to reach their members. It will also be shared with local newspapers and magazines. In Ontario these sources include CERIS, Metropolis newsletter, Toronto Star & Globe & Mail.

IV. International offices at York University and the University of Guelph. We will share our results with staff and administrative personnel at both universities in order to encourage development of ways to serve IS better. The researchers are willing to participate and present findings in a Ministry-sponsored knowledge mobilization workshop for OCHRIF projects.

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http://www.cmec.ca/Publications/Lists/Publications/Attachments/264/COF_Bring ing_Ed_to_Canada_Eng_final.pdf Cownie, F., & Addison, W. (1996). International students and language support: A new survey. Studies in Higher Education, 21(2), 221- 231. Department of Foreign Affairs, Trade and Development Canada (DFAITD). (2014). “Harper government launches comprehensive international education strategy.” Retrieved from http://www.international.gc.ca/media/comm/newscommuniques/2014/01/15a.aspx?lang=eng Government of Canada. (2014). Canada’s International Education Strategy: Harnessing our knowledge to drive innovation and prosperity. Department of Foreign Affairs, Trade and Development. Desjardins, L & King, D. (2011). Expectations and Labour Market Outcomes of Doctoral Graduates from Canadian Universities. Culture, Tourism and the Centre for Education Statistics Research papers. Ministry of Industry. Retrieved on Dec 10, 2013 from http://www.statcan.gc.ca/pub/81-595-m/81-595-m2011089-eng.pdf Evaluation Division. (July, 2010). Evaluation of the international student program. Retrieved from: http://www.cic.gc.ca/english/pdf/research-stats/2010-eval-ispe.pdf Foreign Affairs, Trade and Development Canada. (2014, January 15). Canada’s international education strategy: Harnessing our knowledge advantage to drive innovation and prosperity. Retrieved on January 15, 2014 from: http://international.gc.ca/global-markets-marches-mondiaux/assets/pdfs/overviewapercu-eng.pdf Government of Canada. (2014, Feb. 6). Application for permanent residence — Canadian Experience Class (IMM 5609) Retrieved on Feb 7, 2014 from: http://www.cic.gc.ca/english/information/applications/guides/5609ETOC.asp Government of Canada. (2013, April 17). Backgrounder — Information for Applicants to the New Federal Skilled Worker Program. Retrieved on December 12, 2014 from http://www.cic.gc.ca/english/department/media/backgrounders/2013/2013-0418.asp Government of Canada. (2014, February 12). New regulations for international students finalized. Retrieved on Feb 15, 2014. Retrieved on Feb 15, 2014 from http://www.cic.gc.ca/english/department/media/notices/2014-02-12.asp Hawthorne, L. (2008). The impact of economic selection policy on labor market outcomes for degree qualified migrants in Canada and Australia. IRPP Choices, 14, 1–50. Heikinheimo, P. S., & Shute, J. C. (1986). The adaptation of foreign students: Student views and institutional implications. Journal of College Student Development, 27(5): 399–406. ICEF Monitor. (2014, February 17). Canada confirms new student visa regulations. Retrieved on Feb 17, 2014 from http://monitor.icef.com/2014/02/canadaconfirms-new-student-visa-regulations/ Lazarus. R.S., & Folkman. S. (1984). Stress, appraisal and coping. New York: Springer.

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Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 13(2), 205-221. Lee,Lee D. S. (1997). What teachers can do to relieve problems identified by international students. New Directions for Teaching and Learning 70: 93–100. Leong, F. T. L., & Chou, E. L. (1996). Counseling international students. In P. B. Pedersen, J. G. Draguns, W. J. Lonner, & J. E. Trimble (Eds.), Counseling across cultures ((4th ed.). pp. 210–242. Thousand Oaks, CA: Sage. Lewthwaite, M. (1996). A study of international students’ perspectives on cross-cultural adaptation. International Journal for the Advancement of Counselling, 19(2): 167–85. Mendelsohn, D. (2002) The lecture buddy project: An experiment in EAP, listening comprehension. TESL Canada Journal, 20(1): 64–73. Millar, E. (2013, May 18). International doctoral students face a tough job market. University World News. Retrieved on Dec 6, 2013 from http://www.universityworldnews.com/article.php?story=20130516041429560 Moore, H. (2008). From student to migrant: Migration narratives of international students in Canada. (Master's thesis). Retrieved from: http://www.worldcat.org/title/fromstudent-to-migrant-migration-narratives-of-international-students-incanada/oclc/500977513&referer=brief_results Mori, S. (2000). Addressing the mental health concerns of international students. Journal of Counselling and Development, 78(2), 137-144. OUSA. (2011, March). Going Global: Supporting Ontario’s International Students. ON: Toronto. Retrieved on 29 Dec. 2013 from http://www.ousa.ca/dev/wpcontent/uploads/2011/03/Going-Global.pdf Ontario Ministry of Citizenship and Immigration. (2009). Opportunities Ontario: Provincial Nominee Program INFORMATION FOR INTERNATIONAL STUDENTS. www.ontario.ca/immigration Peter O’Neil. (2014). “Conservatives’ $20-million push for more foreign students to target China, India, Mexico, Middle East.” National Post, January 15. Retrieved from http://nationalpostnews.wordpress.com/2014/01/15/conservatives-20million-push-for-more-foreign-students-to-target-china-india-mexico-middleeast/?preview=true Playford, K., & Safdar, S. (2007). Various conceptualization of acculturation and the prediction of international students adaptations. In A. Chybicka, & M. Kazmierczak (Eds.), Appreciating diversity: Cultural and gender issues (pp. 37– 66). Cracow, Poland: Impuls. POYRA POYRAZLI , S., ARBONA, C., BULLINGT BULLINGTON, R. AND PISECCO, S. (2001). Adjustment issues of Turkish college students studying in the United States. College Student Journal 35(1): 52–62. Rasmi, S., Safdar, S., & Lewis, J. R. (2009). The longitudinal adaptation process of international students in Canada. In A. Chybicka & M. Kazmierczak (Eds.), Culture and gender. Gdansk, Poland: Gdanskie Wydawnictwo Psychologiczne. Ramsey, S., Barker, M., & Jones, E. (1999). Academic adjustment and learning processes: a comparison of international and local students in first-year university. Higher Education Research & Development, 18, 129–144. 38

ROBERTSON,,M , L M.,LINE,M , , M.,JJONES,S. , S AND THOMAS, S. (2000). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research & Development 19(1): 89– 101.Ramsay, S., Ryan, M. E., & Twibell, R. S. (2000). Concerns, values, stress, coping, health and educational outcomes of college students who studied abroad. International Journal of Intercultural Relations, 24(4), 409-435. doi: 10.1016/S01471767(00)00014-6 Safdar, S., Chuong, K., McKenzie, B., & Uhm, B. (2010, June). A qualitative approach in examining the positive and negative experiences of international students in Canada and Baltic regions. In S. Safdar (Convener) & J.R., Lewis (Discussant), Qualitative and mixed method approached in Acculturation Research. Symposium conducted at the 71st Annual Convention of the Canadian Psychological Association. Winnipeg, Canada (June 3-5). Safdar, S., Lay, C., & Struthers, W. (2003). The process of acculturation and basic goals: Testing a multidimensional individual difference acculturation model with Iranian immigrants in Canada. Applied Psychology: An International Review, 52(4), 555– 579. Safdar, S., Struthers, W., & van Oudenhoven, J. P. (2009). Acculturation of Iranians in the United States, the United Kingdom, and the Netherlands. Journal of CrossCultural Psychology, 40(3): 468–491. Safdar, S., Chuoung, K., & J Lewis, R. (2011). A review of the MIDA model and other contemporary acculturation models. In Tartakovsky, E. (Ed.), Immigration: Policies, Challenges, and Impacts. Nova Publisher: New York. Safdar, S., Calvez, S., & J. Lewis, R. (2012). Multi-group analysis of the MIDA model: Acculturation of Indian and Russian Immigrants to Canada. International Journal of Intercultural Relations, Schwartz, Z. (January 14, 2013). New federal guidelines to protect international students, fight fraud: Universities unaffected as “career colleges” express apprehension. The Varsity. Vol CXXXIII, No. 13. Retrieved from: http://thevarsity.ca/2013/01/14/new-federal-guidelines-to-protect-internationalstudents-fight-fraud / Sellitz, C., Hopson, A. L., & Cook, S. W. (1956). The effects of situational factors on personal interaction between foreign students and Americans. Journal of Social Issues, 12(1), 33–44 Sen Senyshyn, R.M., Warford, M.K. & Zhan, J. (2000). Issues of adjustment to higher education: International students’ perspectives’. International Education, 30(1): 17–35. Sharpe, Kenny. (2010). International students hindered by high tuition costs. The Excalibur, September 25 Retrieved on Feb 10, 2014 rom http://www.excal.on.ca/news/international-students-hindered-by-high-tuitioncosts/ Surdam, J. C., & Collins, J. R. (1984). Adaptation of international students: A cause for concern. Journal of College Student Personnel, 25: 240–245.

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Tompson, H. B., & Tompson, G. H. (1996). Confronting diversity issues in the classroom with strategies to improve satisfaction and retention of international students. Journal of Education for Business: 72(1): 53–7. Tonello, J. (2011, May 10). International Students are tomorrow’s immigrants to Canada. Canadian Immigrant. Retrieved from: http://canadianimmigrant.ca/immigrate/international-students-aretomorrow%E2%80%99s-immigrants-to-canada Vedder, P., van de Vijver, F. J. R., & Liebkind, K. (2006). Predicting immigrant youths’ adaptation across countries and ethno cultural groups. In J.W. Berry, J. S. Phinney, D. L. Sam, & P. Vedder (Eds.), Immigrant youth in cultural transition: Acculturation, identity, and adaptation across national contexts (pp. 143–165). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers. Ward, C., & Kennedy, A. (1992). Locus of control, mood disturbance, and social difficulty dur- ing cross-cultural transitions. International Journal of Intercultural Relations, 16, 175-194. Ward, C., & Rana-Deuba, A. (2000). Home and host culture influences on sojourner adjustment. International Journal of Intercultural Relations, 24: 291– 306. Ward, C., Okura, Y., Kennedy, A., & Kojima, T. (1998). The U-Curve on Trial: Longitudinal study of psychological and sociocultural adjustment during crosscultural transition. International Journal of Intercultural Relations, 22(3): 277291. Ward, C., Masgoret, A., and Gezentsvey, M. (2009). Investigating attitudes toward international students: Program and policy implications for social integration and international education. Social Issues and Policy Review, 3(1): 79-102. Wang, C. D., & Mallinckrodt, B. (2006). Acculturation, attachment, and psychosocial adjustment of Chinese/Taiwanese international students. Journal of Counseling Psychology, 53(4), 422–4

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Appendices a. Ethics Approval for International education, labour market and future citizens: prospects and challenges for Ontario, York University, Certificate #: e2013 – 320

b. Certification of Ethical Acceptability of Research Involving Human Participants:

University of Guelph

c. Sample Informed Consent Form: York University

d. Sample Informed Consent Form: University of Guelph

e. Form requesting demographic information

f. Focus Group Discussion Questions

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Memo To:

Roopa Desai Trilokekar, Faculty of Education

From:

Alison M. Collins-Mrakas, Sr. Manager and Policy Advisor, Research Ethics

Issue Date:

Mon Nov 25 2013

Expiry Date:

Tue Nov 25 2014

RE:

International education, labour market and future citizens: prospects and challenges for Ontario Certificate #: e2013 - 320

I am writing to inform you that the Human Participants Review Sub-Committee has reviewed and approved the above project. Should you have any questions, please feel free to contact me at: 416-736-5914 or via email at: [email protected]. Yours sincerely, Alison M. Collins-Mrakas M.Sc., LLM Sr. Manager and Policy Advisor, Office of Research Ethics

RESEARCH ETHICS: PROCEDURES to ENSURE ONGOING COMPLIANCE Upon receipt of an ethics approval certificate, researchers are reminded that they are required to ensure that the following measures are undertaken so as to ensure on-going compliance with Senate and TCPS ethics guidelines: 1. RENEWALS: Research Ethics Approval certificates are subject to annual renewal. 42

2. 3. 4. 5.

a. Researchers will be reminded by ORE, in advance of certificate expiry, that the certificate must be renewed i. Researchers have 2 weeks to comply to a reminder notice; ii. If researchers do not respond within 2 weeks, a final reminder will be forwarded. Researchers have one week to respond to the final notice; b. Failure to renew an ethics approval certificate or (to notify ORE that no further research involving human participants will be undertaken) may result in suspension of research cost fund and access to research funds may be suspended/withheld ; AMENDMENTS: Amendments must be reviewed and approved PRIOR to undertaking/making the proposed amendments to an approved ethics protocol; END OF PROJECT: ORE must be notified when a project is complete; ADVERSE EVENTS: Adverse events must be reported to ORE as soon as possible; AUDIT: a. More than minimal risk research may be subject to an audit as per TCPS guidelines; b. A spot sample of minimal risk research may be subject to an audit as per TCPS guidelines.

FORMS: As per the above, the following forms relating to on-going research ethics compliance are available on the Research website: 1. 2. 3. 4.

Renewal Amendment End of Project Adverse Event

43

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Sample Informed Consent Form_ York University Date: Study Name: International education, labour market and future citizens: prospects and challenges for Ontario Researchers: Roopa Desai Trilokekar, Associate Professor, Faculty of Education (Post Secondary) York University, [email protected], 416 -736-2100 X 77368 and Amira El Masri, MEd students and Research Assistant, Faculty of Education, York University, [email protected]. Purpose of the Research: This research seeks to understand the experience of international students as future immigrants to Ontario. It seeks to explore the following: - how Ontario universities prepare international students for the labour market; - the experience of international students with the employment process and employers in Ontario (seeking jobs as students and post- graduation) and what international students perceive as important facilitators and barriers to their integration into the labour market; - the campus and community services and programs that international students find useful and/or missing for employment purposes; and - the suggestions international students have to offer to facilitate their adjustment including gaining relevant and meaningful employment in Ontario. What You Will Be Asked to Do in the Research: Students will be invited to participate in one of three focus group discussions with 5-10 other international student participants. Focus group discussions will be open ended but based on a few key questions related to the objectives of this study. They will take about 1-2 hours and will be taped. Risks and Discomforts: We do not foresee any risks or discomfort from your participation in the research. Benefits of the Research and Benefits to You: By providing information on your perceptions and experiences with the employment process in Ontario, you will directly contribute to improved policy and services for better integration of international students in the Ontario labour market/community. Both the provincial government and Ontario universities will benefit from the findings of this study. Voluntary Participation: Your participation in the study is completely voluntary and you may choose to stop participating at any time. Your decision not to volunteer will not influence the nature of your relationship with the researcher and/or York University either now, or in the future. 45

Withdrawal from the Study: You can stop participating in the study at any time, for any reason, if you so decide. Your decision to stop participating, or to refuse to answer particular questions, will not affect your relationship with the researchers, York University, or any other group associated with this project. In the event you withdraw from the study, all associated data collected will be immediately destroyed wherever possible. Confidentiality: All information you supply during the research will be held in confidence and unless you specifically indicate your consent, your name will not appear in any report or publication of the research. We will be recording and transcribing the discussions from the focus groups. Your data will be safely and securely stored. All hard copies of the data will be secured in the offices of the Principal Investigator and CoInvestigator (PI/CI). The electronic copies will be secured on the office computers of the PI/CI. Besides the PI/CI, only the two graduate students working on this project as research assistants will have access to this information. All data will be stored for three years and then destroyed. Confidentiality will be provided to the fullest extent possible by law. Questions About the Research? If you have questions about the research in general or about your role in the study, please feel free to contact Dr. Roopa Desai Trilokekar either by telephone at (416 -736-2100 extension 77368 or by e-mail ([email protected]) . This research has been reviewed and approved by the Human Participants Review SubCommittee, York University’s Ethics Review Board and conforms to the standards of the Canadian Tri-Council Research Ethics guidelines. If you have any questions about this process, or about your rights as a participant in the study, please contact the Sr. Manager & Policy Advisor for the Office of Research Ethics, 5th Floor, York Research Tower, York University (telephone 416-736-5914 or e-mail [email protected]). Legal Rights and Signatures: I _______________ consent to participate in the study: International education, labour market and future citizens: prospects and challenges for Ontario conducted by Dr. Roopa Desai Trilokekar. I have understood the nature of this project and wish to participate. I am not waiving any of my legal rights by signing this form. My signature below indicates my consent.

Signature Participant

Date

Signature Principal Investigator

Date

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Sample Informed Consent Form_ University of Guelph Study Name: International education, labour market and future citizens: prospects and challenges for Ontario Researchers: Dr. Saba Safdar ([email protected]) & Colin Scott ([email protected]) Purpose of the Research: This research seeks to understand the experience of international students as future immigrants to Ontario. It seeks to explore the following: - How Ontario universities prepare international students for the labour market; - The experience of international students with the employment process and employers in Ontario (seeking jobs as students and post- graduation) and what international students perceive as important facilitators and barriers to their integration into the labour market; - The campus and community services and programs that international students find useful and/or missing for employment purposes; and, - The suggestions international students have to offer to facilitate their adjustment including gaining relevant and meaningful employment in Ontario. What You Will Be Asked to Do in the Research: Students will be invited to participate in one of three focus group discussions with 5-7 other international student participants. Focus group discussions will be open ended but based on a few key questions related to the objectives of this study. They will take about 1-2 hours and will be audio-recorded. Risks and Discomforts: Some people may feel uncomfortable talking about certain issues in a group setting. Participants have the right to withdraw, even temporarily, from the study or a particular conversation, at any point. We do not foresee any additional risks or discomfort from your participation in the research. Benefits of the Research: By providing information on your perceptions and experiences with the employment process in Ontario, you will directly contribute to improved policy and services for better integration of international students in the Ontario labour market/community. Both the provincial government and Ontario universities will benefit from the findings of this study. Voluntary Participation: Your participation in the study is completely voluntary and you may choose to stop participating at any time. Your decision not to volunteer will not influence the nature of your relationship with the researcher and/or the University of Guelph either now, or in the future. Withdrawal from the Study: You can stop participating in the study at any time, for any reason, if you so decide. Your decision to stop participating, or to refuse to answer particular questions, will not affect your relationship with the researchers, the University of Guelph, or any other group associated with this project. In the event you withdraw 47

from the study, all associated data collected will be immediately destroyed wherever possible. Because the focus groups are recorded conversations involving several people speaking, often at once, it is near impossible to remove any individuals from the focus group’s recording. In the event that participants wish to withdraw from the study, every effort will be made to so as not to include their comments in the transcription of the conversations. Confidentiality: We will be recording and transcribing the discussions from the focus groups. Your data will be safely and securely stored and only research staff will have access to this information. Without a participant’s explicit consent, your name will not appear in any report or publication of the research.. All data will be stored for three years on secured computers accessible only to members of the research team and then destroyed. Confidentiality will be provided to the fullest extent possible by law. Questions About the Research? If you have questions about the research in general or about your role in the study, please feel free to contact Dr. Saba Safdar either by telephone (519-824-4120 x53520) or by e-mail ([email protected]) or Colin Scott either by telephone (519-362-2270) or email ([email protected]) . This research has been reviewed and approved by the University of Guelph’s Ethics Review Board and conforms to the standards of the Canadian Tri-Council Research Ethics guidelines. If you have any questions about this process, or about your rights as a participant in the study, please contact Sandy Auld, Director of Research Ethics, at the University Centre, Room 437, University of Guelph, or by telephone (519-824-4120 x 56606) or email ([email protected]) Legal Rights and Signatures: I _______________ consent to participate in the study: International education, labour market and future citizens: prospects and challenges for Ontario conducted by Dr. Saba Safdar & Colin Scott. I have understood the nature of this project and wish to participate. I am not waiving any of my legal rights by signing this form. My signature below indicates my consent.

Signature Participant

Date

Signature Principal Investigator

Date

NB: A copy of the results of this study is available to participants by contacting Dr. Saba Safdar (by telephone 519-824-4120 x53520 or by e-mail [email protected]) or Colin Scott (by telephone 519-362-2270 or email [email protected]).

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Demographic information 1. Gender: Are you? ______Male ______Female 2. Which age group do you belong to? _____18-23 _____24 -30 _____31-40 _____ 41 - 50 _____51+ 3. In which country were you born? 4. In which country or countries are you a citizen or permanent resident? 5. How long have you lived/studied in Canada? Year(s) _______ Month(s) ___________ 6. Immigration Status: (Check all that apply) At Original Entry _____Student Visa _____Permanent Resident _____Canadian Citizen _____Other (Specify) Present Status _____Student Visa _____Permanent Resident _____Canadian Citizen _____Other (Specify) 7. Do you have any members of your family with you in Canada?

8. In which type of degree/certificate program are you registered or graduated? (eg. BA/BSc/BSc Honours, etc)

9. In what field/program of study are you registered or from which you have graduated? (For example: Geography, Nursing, Business, Psychology) 10. How long have you been at York University? 11. When do you expect to graduate or when did you complete your studies from York?

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12. While studying, Have you worked on campus through your study period? ________Yes _________No Have you worked off campus through your study period? ________Yes _________No 13. If you have already graduated, are you currently working? ______ I am still in school ______ No, I have graduated but am not working ______ Yes, I have graduated and am working fulltime ______ Yes, I have graduated and am working part-time 14. Do you have any immediate plans to stay back in Canada? ________Yes _________No

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Focus Group Discussion Questions Start with introductions and collect demographic information such as gender, age, country of origin, area of study immigration status, number of family dependents, and years in Canada. How long have you been at _______university/or when did you complete your studies from _______? Cover the 5 topics using the questions listed under each category as prompts. 1. University Experience How would you describe your overall experience at _______university? (academic, social, cultural).Are there specific aspects of your experience you especially appreciated? What were some of your key challenges as an international student at _____university? What campus services and programs did you avail of as an international student? How did you find these services and programs? What do believe is particularly useful or missing by way of support for international students? Are there any specific services/programs that you made use of in your community (Toronto/Guelph)? What were these services/programs? How useful did you find them? What did you appreciate most about your university experience? What would you have changed about your overall experience? 2. Post- graduation plans What are your plans after graduation? Are you planning to stay here in Ontario (or move elsewhere in Canada, go home or move to another country)? How have you come to this decision? If you plan to stay, do you intent to apply for immigration to Canada? Why or why not? What kind of job are you hoping to get after graduation? How will it be related to your field of study? What kinds of employers will you look for? How easy or difficult do you think it will be to get this job? What services and facilities can you avail to help you with this process? How do you believe your university experience has prepared you (or not) for a job/career in your field? What do you think is missing by way of programs and services for international students seeking jobs in Ontario? Do you believe immigrating to Ontario (Canada) is an attractive option for international students? Why or why not? 3. Working as a student Have you worked in Ontario? Tell us a little about that experience. If you have worked while studying, where did you work? How did you go about finding this job? Were there specific resources at university ________or in the community that you used for this process? What was your overall experience with using these services? Did you avail of the off campus work permit while studying at ________? Why or why not? How was your experience with the off campus work permit process? Did you avail of the post graduation work permit? Why or why not? How did you apply for it? What was your experience with this process? What has been your overall experience with the job search 51

process? How would you describe your overall employment experience? How would you describe your relationship with your employer? Co-workers? Were there any specific challenges you experienced as an international student while working in Ontario? Can you tell us about these challenges? 4. Experience with Employers What factors influence the integration of international students in the Ontario labour market? What challenges do you think international students face when trying to enter the Ontario labour market? What has your experience been with Ontario employers? Did anything specifically facilitate your employment prospects in Ontario? What do you view as some key barriers to integrating international students in the Ontario labour market? Do you believe you have any specific knowledge (academic, social and cultural) or skills or networks as an international student that better prepares you for the Ontario labour market than other immigrant groups? What are these? Where and how have you acquired them? Do you believe most Ontario employers recognize your abilities as an international student? Why or why not? Do you think, you are able to integrate successfully in Canada both socially and economically? What factors contributes to this impression you have? 5. Suggestions/Recommendations: What could employers do help international students get jobs in Canada? What should the role of the university be in this process? What suggestions do you have to enable international students gain relevant and meaningful employment in Ontario? What suggestions do you have to facilitate the immigration of international students to Ontario? Are there other issues, concerns or recommendations you would like to put forth on the topic of international students as immigrants to Ontario? What have we not talked about that we should?

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About the Authors Roopa Desai Trilokekar is Associate Professor, Post secondary Education at the Faculty of Education, York University. Her research interests include government policy on higher education and the internationalization of Canadian higher education. She is co-editor of ‘Making Policy in Turbulent Times; Challenge and Prospects for Higher Education’ (2013) Montreal: McGill-Queens University Press and “Canada’s Universities Go Global” (2009) Toronto: James Lorimer and Company (CAUT Series). Her comparative research work spans across different federal states, Canada, Germany, Australia, India & the U.S. Saba Safdar is Associate Professor at the Psychology Department, University of Guelph. She is also the Director of the Centre for Cross-Cultural Research at the University of Guelph where she and her students conduct research that lies broadly within the area of cross-cultural psychology. Prof. Safdar’s research primarily examines the wide range of factors that could help to understand adaptation processes of immigrants and newcomers. She studies the influence of the psychological resilience of immigrants, of their beliefs and strategies, and of their ethnic and national identities on their adaptation in a new society. Amira El Masri is a prospective PhD candidate in the Faculty of Education at York University. Her experience in postsecondary education has spanned 14 years having worked in two different universities in the Middle East; University of Jordan and Abu Dhabi University as an ESL instructor, Deputy Director of the English Language Institute and the Associate Director of Student Recruitment and Admission where she spearheaded the establishment of an International Education Office. Her areas of research interest are post-secondary education focusing on federal government international education policies. Colin Scott is a researcher with the Centre for Cross-Cultural Research at the University of Guelph and a community development consultant with the Guatemalan NGO CasaSito. He holds an Ontario Graduate Scholarship at the University of Guelph’s Department of Psychology where he focuses his studies on acculturation and migration in both industrialized and developing countries. Colin’s current research projects explore the adjustment and integration of newcomers, attitudes toward diversity and their bearing on immigrant integration policies in a comparative context, and extremist political behaviour.

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