planting roots: assisting international students in navigating the immigration process - wincy li

Planting Roots: Assisting International Students in Navigating the Immigration Process

#ACPA16 | March 8, 2016

I am Wincy Li [She, Her, Hers]

Career Consultant, Faculty of Community ServicesCareer Centre, Ryerson University

MA, Higher EducationOISE, University of Toronto

AgendaLiterature Review & Context of Research

Findings of Research Study

Ryerson’s Initiatives

Share Your Ideas

Q&A

1.Literature Review & Context of Research

336,497Number of international students in Canada in 2014 (CBIE, 2014)

51%% international students planning to apply for permanent residence in Canada (CBIE, 2014)

974,926Number of international students in the U.S. in 2014/15 (IIE, 2015)

Human Capital Perspective:

International Students = Skilled Workers

● Highly educated● Well-adapted in host

countries

(Mueller, 2009; Suter & Jandl, 2008)

Global Race for Talent: Competitive Immigration RegimeCountries aligning their immigration policies to recruit/retain the best and brightest in the global knowledge economy

● Push-pull factors in mobility decision-making

(Shachar, 2006)

The Many Paths of Immigration

● Express Entry: Canadian Experience Class

● Provincial Nominee Program● Family Sponsorship

(Apply to immigrate to Canada, 2015)

My Research Study: Narrative Inquiry

● Work of Arthur & Flynn (2011; 2013) from UCalgary: Career counselling for international students seeking PR

● Holistic look of 6 international students’ journey of immigration in Canada - start-to-finish storytelling

● For this presentation: ○ Range of support services they used on campus to

navigate Canadian immigration process○ Their experience with, and suggestions for, these

support services

Where participants studied/worked

Where participants are originally from

2.Research Findings

Process of Immigration & Decisions Involved

“[Immigration and life planning were] one in the same, because I planned to have a life here.

● Student groups and peer networks● International student services● Career services● Academic and faculty advising● Financial aid● Registrar● Others:

○ Health & Wellness○ Residence○ Library

On-Campus Support Services & Resources Used

“It’s equivalent to your parents essentially, in a way, that you could go there for anything that you don’t understand. [...] If they cannot do it themselves, they would point you to the right direction, but most of the time, they would actually take care of it, or they would help you through it.

● Making support services convenient and accessible: on site and online

● Timing: when international students need and can take advantage of these support services

● General support services and programs that international students are not eligible for

Experience & Suggestions:Availability & Timeliness

“In my case, [the service] would only have been useful if you could use it after graduation.

“They could not give you any advice for immigration. [...] Their hands are tied. They could imply, they could insinuate, but they could not give you direct advice.

● Unfamiliarity with support system and structures of their universities

● Online communication: Too many, or too few

● “Unconscious incompetence”: You don’t know what you don’t know; students unaware of their own needs

Experience & Suggestions:Awareness of Resources

“I was aware there’s an International Office for international students, but I wasn’t aware of any of their services that could directly help me with my immigration process.

“They already explained at international orientation everything about immigration: That when we graduate, we can apply for the work permit post-diploma, worth three years. So already I knew about that.

“I wouldn’t have known to look for [student services], because I didn’t know I needed it.

“As a student, I had to reach out to the university for these resources, as opposed to the university reaching out to the international students. [...] I think the university can be more proactive.

● Universities as stakeholders in immigration policy discussions

● Giving or amplifying students’ voices and concerns

Experience & Suggestions:Advocacy on Students’ Behalf

“the need for university to advocate on behalf of their students, to make sure the community knows about the quality of the students that they are producing

“If [the government is] planning to limit [immigration streams that target international students], or change it in some way, then they ought to be talking to the biggest stakeholder group, which is the international students.

● Provision of accurate information, particularly regarding immigration policies/requirements

● Personalised and holistic approach

● Empathy and care

Experience & Suggestions:Quality of Services/Resources

“They’ve done so much tinkering with the [immigration] system in the last 8 or 9 years, […] it’s really important that if you are gonna be advising students or telling them about that, you have to be really current on your information. [...] And also to caution people that [...] if you’re looking into this stuff in the first year of your degree, be aware that it might not be the same by the time you graduate.

“[My advisor] tried to help me within my own context as an international student.

“It’s also helpful for [student services personnel] to sort of take into [consideration] the students’ developmental stage [...]: How mature they are, what [their] individual circumstances are, when they’re giving advice.

“There was the trend towards making everything online and electronic [...] which is good. But obviously, people end up having trouble navigating those ridiculous IT systems to try to find their information.

“Before you even bother in thinking of recommendations, […] spend a day, or even a month, putting yourself in the shoes of a student, then try to navigate the system. That way, you can actually see what points are missing. […] It’s a very ethnographic approach.

“To have the courage to actually listen to things that you don’t want to hear.

3.Initiatives at #RyersonSA

From Home to Canada: How to Land a Career● Delivery time: Fall Semester● Target: 1st Yrs● Topics: Canadian workplace cultures,

awareness of employers’ needs

World of Opportunities: Job Search in Canada & Overseas● Delivery time: Winter Semester● Target: Graduating class● Topics: Articulation of skills and

accomplishments, networking

Career Centre

International Student Support

Awareness Referral Collaboration

4.Discussions: Share Your Ideas

Keep Students’ Feedback in Mind…

Awareness of Resources● Familiarity with systems

and structures● Communication

Advocacy for Students● Policy discussions● Representing students’

voices and interests

Quality of Services● Accuracy of information● Holistic approach● Empathy

Availability & Timeliness● Convenience, accessibility● Timing● Eligibility

5.Summary

Take-Home Messages

● International students’ needs are interconnected and complex

● International students are resourceful and proactive in seeking out assistance

● Collaboration with on- and off-campus partners is key to address international students’ needs

ReferencesApply to immigrate to Canada. (2015, October 15). Retrieved from http://www.cic.gc.ca/english/immigrate/apply.asp

Arthur, N., & Flynn, S. (2011). Career development influences of international students who pursue permanent immigration to Canada. International Journal for Educational and Vocational Guidance, 11(3), 221-237.

Arthur, N., & Flynn, S. (2013). International students’ views of transition to employment and immigration. Canadian Journal of Career Development, 12(1), 28-37.

Canadian Bureau for International Education (CBIE). (2014). A world of learning: Canada’s performance and potential in international education. Ottawa: CBIE.

Institute of International Education (IIE). (2015). Top 25 places of origin of international students, 2013/14-2014/15. Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors

Li, W. (2014). Navigating the Canadian immigration process: A study of international students’ experience and interactions with the student services provided by their host universities (Master’s thesis). Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/68537/1/Li_Wing_Sze_Wincy_201411_MA_thesis.pdf

Mueller, R. E. (2009). Does the Statue of Liberty still face out? The diversion of foreign students from the United States to Canada in the post 9/11 period. Canadian Journal of Higher Education, 39(1), 15-43.

Shachar, A. (2006). The race for talent: Highly skilled migrants and competitive immigration regimes. New York University Law Review, 81, 101-158. Retrieved from http://ssrn.com/abstract=883739

Suter, B., & Jandl, M. (2008). Train and retain: National and regional policies to promote the settlement of foreign graduates in knowledge economies. Journal of International Migration & Integration, 9(4), 401-418.

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