A comparative ethnographic narrative of international students at a Canadian university: barriers and supports

• In Event: Higher education internationalization: policy and practice case studies

Proposal

Internationalization, a cornerstone of government policies in Canada and around the globe, is often measured by student mobility (Beck & Pidgeon, 2020; Knight & de Wit, 2018). International students, largely from Global South, have a significant positive impact on host institutions, communities, and nations. International students are actively recruited by Global North universities with Canada a popular choice (Buckner et al., 2022). Universities benefit greatly from international students, with tuition fees increasingly supporting operating budgets (Author 1 et al., 2023). Neoliberal rhetoric touts the benefits of international students, and how study abroad also benefits students, creating global citizens, however, little is known of the lived experiences of international students. What are their barriers and supports? What challenges still face international students considering equity, diversity, and inclusion policies? This research helps de-center a metanarrative of systemic Western hegemony of knowledge within the Global North/South digital divide.
In 2014, Canada (2019) introduced an international education policy with the objective of doubling the number of foreign students by 2022 in response to demands for a national strategy to compete with Australia and other countries for the recruitment of international students. This objective was surpassed in 2017, with 494,525 foreign students studying at all levels, including 370,710 in post-secondary education (Canadian Bureau of International Education [CBIE], 2018). With more than half a million international students, Canada is one of the top destinations globally (Organization for Economic Cooperation and Development [OECD], 2023). According to the OECD (2018), international students constituted 10% of bachelor’s, 18% of master’s, 32% of doctorate, and 12% of students in Canadian post-secondary institutions.
Purpose
The purpose of this research is to investigate the lived experiences of international students enrolled at a mid-sized university in western Canada with a focus on identifying their barriers and supports. Furthermore, this study provides an in-depth understanding of the various challenges experienced by international students.
There is a paucity of research giving voices to international students in the Canadian context with a few noteworthy exceptions (Author 1 et al., 2023; Kang, 2020; McGregor et. al., 2022; Reichert, 2020; Tavares, 2021). Calder et al. (2016) reported that international students experienced significant challenges including finding a place to live, finding work, managing money, and needing additional support. Social, faculty, student, and institutional guidance were among the supports noted. These findings have been confirmed in our convergent mixed-methods study (Author 1 et al., 2023). While a modest amount of research with international students in Canada has examined their experiences, and some studies identified barriers and supports related to student success, a paucity of research focuses on practices that could potentially enhance the university experience for international students (Author 1 et al., 2023; Anderson, 2020; Grayson, 2023; Guo & Guo, 2017; Heringer, 2020).
This research aims to fill a gap in the literature and to contribute beneficial insights that may impact university policies to improve the academic and sociocultural experiences of international students in higher education. Furthermore, the study provides a window into the lived experiences of international students, through their own rich narratives. There are implications for educational institutions across Canada, USA, and elsewhere.
Theoretical Framework
The internationalization of higher education has been well studied and well-articulated in comparative and international education (Knight & de Wit, 2018), but seldom are international students themselves engaged in the formulation of theories to explain the phenomena. This study prioritizes lived experiences, highlighting the often-marginalized voices of international students. Author 1's conceptual framework is influenced by insider-outsider research (Etherington, 2006) as well as transcultural teachings of comparative and international education scholars (Hayhoe, 2000). Furthermore, over the past two decades, Author 1 (2010) has developed Comparative Ethnographic Narrative (CEN) as a way of understanding lived experiences. CEN combines narrative inquiry (Clandinin & Connelly, 2000) with reflexive ethnography (Hammersley, 1990). CEN is both a method and a conceptual framework (Author 1, 2022).
Methodology
This research employs convergent mixed methods using survey research and interviews with a focus on interpretive and inductive qualitative research design (Cresswell & Gutterman, 2019). CEN uses narrative inquiry to uncover the lived experiences of participants. This approach facilitates a thorough investigation of international students, capturing rich experiences.
Data Sources
Participants (n=259) were international students enrolled at a mid-sized university in western Canada. A smaller subset (n=14) of international students had extended peer-to-peer conversations with two international graduate student research assistants. Interview participants were chosen from a variety of academic programs and ethnic backgrounds. Purposeful sampling reflects the university’s diverse international student population.
Results
International students experienced significant barriers including housing, racism, employment, and financial issues. Supports included faculty, students, advisors, and student success centers focused on academic writing. This research provides a window into the lived experiences of international students, through their own rich narratives. Significant barriers and supports were identified in both the quantitative and qualitative data. At CIES 2025, Author 1 will report the findings of this ongoing (2016-present) ethnographic study, highlighting the lived experiences and marginalized voices of international students.
Educational Significance
Multiple factors can prevent international student success. For example, students experience anxiety due to gaps in English proficiency (Liu, 2011; Myles & Cheng, 2003; Xiao, 2021). And while international students may desire to make intercultural connections with domestic students to gain emotional and academic support, local peers may be unavailable or disinterested (Xing & Bolden, 2021; Zappa-Hollman, 2007). Embracing inclusion is essential (Buckner et al., 2022).
Results from this study can help international students to succeed. Recommendations include better supportive relationships with professors and international student advisors, more events, orientations, academic support centers, volunteer opportunities, cooperative education programs and effective pedagogies. In addition, smaller classes, community safety, as well as the friendliness of instructors and staff, can further improve the experience of international students. One of the most effective supports found was the Success Center, which has had a profound impact on the success of our international students. Details of this exciting initiative will be provided in the presentation.

Author

• Edward R. Howe, Thompson Rivers University