Analyzing Educational and Labor Market Experiences of International Community College Graduates Who Studied from Their Home Countries during the COVID-19 Pandemic

• In Event: International Doctoral Students and Return Home

Proposal

In line with the CIES 2025 main theme “Envisioning Education in Digital Society,” this study examines international students' experience of studying remotely during the COVID-19 Pandemic the effect that such experiences had on their ability to transition successfully to the Canadian job market after graduation. International students at Canadian colleges and universities highly value Canadian work experience which enhances their career prospects, both in Canada and in their home countries and improves their chances of gaining permanent residency in Canada (Blackmore, 2014; Scott, 2015 et al). The COVID-19 pandemic, however, posed significant challenges for many international students who tried to transition to the Canadian labor market.

When the pandemic began in March 2020, classes moved online, and students were required to leave campus residences. This led to job losses and reduced work hours for many international students. As Varughese et al. (2022) point out, COVID-19 exposed the pre-existing vulnerabilities of international students, resulting in alarming rates of mental health, financial distress, and other challenges (p. 34). Studies conducted prior to the pandemic identified factors such as language proficiency, cultural adjustment, unfamiliarity with the job market, visa and work restrictions, lack of Canadian work experience, discrimination, and stereotypes as barriers to international students' transition into the Canadian job market (Dauwer, 2018; Scott et al., 2015). Despite a substantial number of studies exploring the experience of international students in Canada during the COVID-19 pandemic (Day et al., 2021; Literat, 2021) the experience of those who studied from their home country and their career readiness are less documented, particularly for college international students in the post-COVID-19 context.
This study addresses this critical yet under-researched topic by investigating the experiences of international community college graduates who studied online from their home countries during the COVID-19 pandemic and who seek to secure career employment and integrate into Canadian society after graduation. The study seeks to answer the following research questions:

• How do international college graduates who pursued their studies remotely from their home country during and after the COVID-19 pandemic perceive their educational experience and social integration while at the college?
● What challenges do they face during their transition to the job market and life in Canada?
● What support have they received from their colleges during and after their studies?

Theoretical Framework
To answer the research questions, the study uses a model for international students’ college readiness and transition to the labor market proposed by Trimpe (2022) as a theoretical framework. Trimpe (2022) proposed that social networks, academic culture, logistics, and host country culture are key dimensions of a model that conceptualizes international students’ college readiness and transition. However, these dimensions were not tested considering the impact of COVID-19 as an unexpected event that affected international students’ experiences and the reality of social networks, academic culture, logistics, and host country culture

Methodology
The study uses a phenomenological approach to data collection and analysis in order to delve deeper into the experiences and perspectives of the study participants. The phenomenological approach concerns lived experiences of an individual from their perspective. Notter and Burnard (2006) described phenomenological research more broadly, as “in-depth study of a specific phenomenon, group or individuals, or of perceptions of social phenomena” (p. 151). Epistemologically, phenomenological approaches are based on a paradigm of personal knowledge and subjectivity and emphasize the importance of personal perspective and interpretation (Bray and Mason, 2014); i.e. to understand how international graduates perceive the content and process (the ‘what’ and’ how’) of their transition to the Canadian job market and life after graduation and, partially, studying remotely from home country.
The study uses in-depth, semi-structured interviews as the main data collection method. Merriam (2009) argues that interviewing in qualitative investigations is more open-ended and less structured as this format assumes that individual respondents define the world in unique ways. Hence, we selected semi-structured interviews as the means of data collection because of two primary considerations. First, semi-structured interviews are well suited for the exploration of the perceptions and opinions of respondents regarding complex and sometimes sensitive issues and probing for more information and clarification of answers. Second, the semi-structured interview format has the advantage of asking all interviewees the same general questions while also providing an opportunity to ask unique follow-up questions (Brenner, 2006, 357; 362).

Preliminary Findings
We are currently completing data collection and have begun the data analysis phase of the project. However, several significant themes have already emerged.
Students enrolled in programs with substantial practical components were particularly affected, as many did not have the opportunity to complete their practicums abroad. The time difference made it difficult for many students to receive help from professors, access college services, and collaborate with classmates on school projects, contributing to their feelings of isolation. To mitigate the challenges posed by time zone differences, some professors employed creative approaches, such as grouping students residing in the same time zones. While this approach was helpful, it led to students from the same culture working together, thereby reducing student diversity. Some students reported experiencing mental stress, anxiety, and even depression, and had difficulties accessing support services at their college.
Perhaps the main challenge of studying from one’s home country is the lack of social capital, which is vital for securing career employment in Canada. All participants interviewed so far rated the lack of social capital as a major hindrance to success in the labor market. Younger participants, who started their Canadian college education shortly after completing high school, were particularly affected. Due to their age, they did not have the chance to gain any work experience in their home countries and found it incredibly difficult to navigate the labor market upon arrival in Canada. One of the main attractions of technical college education for many international students is its emphasis on practical skills and internship training. Not having such opportunities puts many students at a significant disadvantage.

Authors

• Hayfa F Jafar, Georgian College

• Oleg Legusov, Seneca Polytechnic

• Shi Yue Zhang, Humber Polytechnic

• Melinda Meng, Seneca Polytechnic