Internationalization Of Canadian Post Secondary Campuses

In the article, “Colleges Adapt to New Kinds of Students from Abroad,” Karin Fischer (2011) explains the increase of foreign students in U.S. universities leads to make more problems in campus and how universities are trying to overcome those problems and help foreign students to adapt to campus. Fischer explains the increase of the foreign undergraduate students due to the support from foreign governments. Fischer quotes Wesley Young, the director of services for international students and scholars at the University of California at Davis, to discuss that the increase of foreign undergraduate students especially requires more care and help than graduate students. While older students know what they need to do and what to do in U.S. university,

The need for higher education has prompted many students to seek further studies in international colleges outside their countries and Australia has become an academic hub for international students who mostly come from developing nations in Asia and Africa. The students, once they secure a place in this schools, they are subjected to a new environment which comes with different challenges. International students in Australia have become an integral part of the society both social and economical. However the students face a myriad of challenges before fully adopting to the new learning culture. In

As it is easily visible with the increasing enrolment of international students in Canadian institutions, internationalization has become one of the key aspects of higher education in developing its intellectual property, more mainly due to political and economic reasons (Altbach & Knight, 2007). Canada is perceived to be “one of the most trusted in the world” as a destination of choice with its high-quality education in a welcoming multicultural environment (Global Affairs Canada, 2014). A study conducted by Canadian Bureau for International Education presents that in Canada, the number of international students pursuing post-secondary studies reached 263,855 from 187 nations in 2015 all around the world (2016, p. 15). In

They have to face new experience and new challenges in their life when they come to abroad. The first year of their college abroad is a litmus test for them, if they have a positive experience they will stay but if they have negative experience they have to leave. I had observed the issues faced by the international students over here as they make their entry to new culture and a new educational system. They have to begin a new life in an environment that is very different. For example simple tasks such as going to grocery store where the language is different and the products are unfamiliar. The education system in India and Canada is different as in India, more focus is on memorization and there is no practical work but over here, more focus is on problem-solving skills and self-guided research. Majority of the students live without their family which is very hard for them to live without parents in abroad. Their parents sent them over here with a hope of their family

The Canadian government, for example, seeking for high skilled workers created the Business Immigration Program, which is changing the local economy, including housing stock, banking, and the financial sector (Lynch, Module 5, Topic I). Another example is the policy to attract international students to Canadian universities. According to RKA Inc. (2012), in 2010, international students in Canada spent in excess of $7.7 billion on tuition, accommodation and discretionary spending, created over 81,000 jobs, and generated more than $445 million in government

Student debt is a national crisis that can be avoided no longer. The Canadian youth have been abandoned with the exponentially rising costs of university tuition, and if upward trends continue, both the country and its citizens will be adversely affected. In order to stop the negative effects caused, a change must must be made; making university tuition free. Although the cost would be great, the consequential rewards of this investment would be far greater, in terms of national prosperity and income equality. University education should be made free as it would greatly benefit the Canadian economy and lessen the financial strains that students and their families face.

In article “ International Student Prepare for Additional College Fees” by Katy Hopkins,, the author explains the real reason for why most of the international students before finish the college or university they give up from education in United States, and they go to their country. The summary of the article is about going to college in the United states tends to be more expensive for international students than other students, whom are residents on a state. She also complains about why in some school even charge specific international students fees, often to pay for special programming or government-reguired international students tracking. For example In Ohio State University international students pay extra $500 fee per-semester. At the

Moreover, the fact that I have successfully completed a graduate program as an international student in Canada, allows me to easily relate to and build rapport with international students. It also gives me a profound understanding of the requirements to succeed as an international student in Canada.

The United States has always been a main attraction for international students to gain intellectual knowledge, technical skills, cross-cultural experience, and better opportunities for professional development (Han, Han, Luo, Jacobs, & Jean-Baptiste, 2013; Zhang & Goodson, 2010). According to the Institute of International Education (2017), in the academic year of 2015/2016, there was an increase of 7% in the number of international student pursuing higher education in the United States over the previous year with total international students of 1,043,839 and 5.2% representing the total of U.S College enrollment. International students make higher education one of the largest service sector exports in the United States (Rice, Choi, Zhang, Morero, & Anderson, 2012; Zhang & Goodson, 2010). They are regarded as a vital financial commodity for countries

Canada has the highest proportion of highly-educated adults among all OECD countries, as 51 per cent of the Canadian population has earned a post-secondary degree (Community Team). Yet, many university student would stop pursuing for more post-secondary education because of the student debt they would have to endorse. As the globalize market is getting more competitive every day, Canada would soon be lacking behind in the global economy if our education system does not make changes to provide better education for Canadians. Therefore, the post-secondary education system in Canada should make changes in order to match the ongoing global competition. Coordination is needed from the federal government, the provincial government and the universities

International students often come to Canada for their post-secondary studies because of the high-quality education system it maintains. With this being said, international students often choose Canada because their colleges and universities have been highly acknowledged for their high academic standards. For instance, a Canadian degree, diploma, or certificate will be recognized around the world. Furthermore, unlike other countries, Canada offers a wide range of programs that provide international students with hands-on experiences, co-op learning, on-the-job training, and internships. Another benefit for international students studying in Canada is the cost of the education being more relatively affordable compared to the U.S and the U.K. For instance, tuitions fees are lower in Canada. Lastly, Canada’s post-secondary campuses delivers exciting campus lifestyle ranging from Olympic-quality sports facilities to public concert halls and art galleries.

International students attending U.S. colleges and universities bring valuable cultural and educational diversity as well as economic contributions to American campuses and their communities (Andrade, 2006). Internationalization on college campuses encourages cultural awareness which can provide beneficial skills for students as they enter the workplace in our globally interconnected society. As international student recruiting increases, research suggests that universities must become more aware of the adjustment and acclimation challenges international students face and provide appropriate services to keep them enrolled. This qualitative study of international students in a North Eastern Tennessee university, will attempt to explore best institutional efforts to boost student retention, confirming that additional recruitment resources alone does not guarantee international student retention.

While internationalization, through rhetoric, is toted as a means of producing, disseminating, and applying knowledge beyond national borders, Western models of internationalization within higher education engenders the reproduction of oppressive world orders that place Europe, the United States, and Canada at the top of academic food chain and developing (formerly colonized and continuously exploited) nations at the bottom. Altbach & Knight (2007) present the motivations, expectations, and realities of internationalization of education within the context of rapid globalization. Touching on the expansion of volume, scope, and complexity the international activities of universities over the past two decades, Altbach & Knight emphasis the integral part that globalization plays in pushing higher education towards international involvement. Society has entered a phase in technological advancements underscore the necessity of knowledge production and ownership. Altbach & Knight describe globalization and internationalization with the rhetoric of economists, emphasizing that both phenomena are situated within and are perpetuated by demands and supplies of knowledge and service. Moreover, and perhaps most importantly, internationalization and international academic mobility are characterized as favoring “well-developed” education systems and institutions – “well-developed” synonymous with global north, Western nations. Focusing heavily on the reality of globalization, Altbach & Knight present the United States, Canada, and Europe as in control in the means in which internationalization in higher education functions and operates – presenting a problematic continuation of colonialism as well as a breeding ground for the expansion of global inequities and

The education excellence in Canada is one of the key aspects in attracting international students to their shores. The high academic standards and rigorous quality controls of Canada expose the superior education provided which helps enhancing personal growth and to attain career prospectus.

“In 2006 to 2007, according to the data compiled by the Institute of International Education, 582,984 students from all over the world were enrolled in American colleges and universities in a wide range of fields” (Carter, Paragraph 2, 2008). The United States has the highest number of students who are coming to study abroad than any other countries. Each year, the number of international students coming to the United States to obtain degrees is increasing by thousands, and home countries of these students are primarily India, China and Korea, all located in the whole different continent. But what are the motives of students who are crossing the sea to study? Their goal of studying abroad is to experience diversity and to adapt attitudes