This document summarizes the findings of a research study on international students navigating the Canadian immigration process and the support services provided by their universities. The study interviewed 6 international students who discussed the immigration-related support services they used on campus. Key findings included the need for support services to be convenient, timely, and provide accurate information about immigration policies. Students also emphasized universities advocating for them in policy discussions and being proactive in connecting students to resources. The document concludes with initiatives at Ryerson University to support international students' career and immigration needs through awareness programs at different stages of their academic journey.

1. Planting Roots:
Assisting International Students in
Navigating the Immigration Process
#ACPA16 | March 8, 2016

2. I am Wincy Li [She, Her, Hers]
Career Consultant, Faculty of Community Services
Career Centre, Ryerson University
MA, Higher Education
OISE, University of Toronto

3. Agenda
Literature Review & Context of Research
Findings of Research Study
Ryerson’s Initiatives
Share Your Ideas
Q&A

4. 1.
Literature Review &
Context of Research

5. 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)

6. Human Capital
Perspective:
International Students
= Skilled Workers
● Highly educated
● Well-adapted in host
countries
(Mueller, 2009; Suter & Jandl, 2008)

7. Global Race for Talent:
Competitive Immigration Regime
Countries 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)

8. The Many Paths of
Immigration
● Express Entry:
Canadian Experience Class
● Provincial Nominee Program
● Family Sponsorship
(Apply to immigrate to Canada, 2015)

10. 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

11. Where participants
studied/worked
Where participants
are originally from

12. 2.
Research Findings

13. Process of Immigration &
Decisions Involved

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

15. ● 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

16. “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.

17. ● 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

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

19. “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.

20. ● 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

21. “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.

22. “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.

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

24. “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.

25. ● Universities as stakeholders in immigration
policy discussions
● Giving or amplifying students’ voices and
concerns
Experience & Suggestions:
Advocacy on Students’ Behalf

26. “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

27. “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.

28. ● Provision of accurate information, particularly
regarding immigration policies/requirements
● Personalised and holistic approach
● Empathy and care
Experience & Suggestions:
Quality of Services/Resources

29. “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.

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

31. “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.

32. “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.

33. “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.

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

35. 3.
Initiatives at
#RyersonSA

36. 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

38. Awareness Referral Collaboration

39. 4.
Discussions:
Share Your Ideas

40. 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

41. 5.
Summary

42. 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

43. References
Apply 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.
Credit: presentation template by SlidesCarnival

44. Place your screenshot here
ENGAGE WITH US
RyersonStudentAffairs.com
#RyersonSA

45. THANKS!
Please stay in touch~
wincyli@ryerson.ca
ca.linkedin.com/in/wincyli
@wincy_li