Using a Proactive Advisement Approach to Improve International Community College Students’ Success

• In Event: International Students’ Visa and Advisement Issues

Proposal

Using a Proactive Advisement Approach to Improve International Community College Students’ Success
Purpose and Background
International students represent a vital segment of the post-secondary student population in Canada. Yet their academic and personal journeys are often marked by challenges that extend beyond those of domestic students. In addition to navigating heavy academic workloads, international students must manage complex sociocultural, linguistic, and immigration-related landscapes. Research identifies common barriers: mastering academic English, adapting to North American classroom dynamics, understanding academic integrity rules, maintaining visa status, securing regulated employment, and managing health insurance requirements (Andrade, 2006; Zhang & Zhou, 2010; Sawir et al., 2008).
External pressures compound these challenges. Many international students face intense expectations to secure employment and pathways to permanent residency, all while managing isolation, uncertainty, and mental health stressors (Hyun et al., 2007; Sherry, Thomas, & Chui, 2010). Such factors can undermine both academic success and well-being.
Unfortunately, many students become aware of these systemic challenges only when problems arise, leaving little opportunity for timely intervention. At present, international student advising at many Canadian community colleges tends to be reactive: advisors respond to crises rather than proactively guiding students to prevent foreseeable difficulties.
This study proposes an empirical action-research project to evaluate a proactive advising approach for new international students. Its primary objective is to assess whether anticipatory support, delivered by International Student Advisors (ISAs), can help students identify and address challenges before they escalate. In contrast to the conventional reactive model, proactive advising aims to empower students from the outset, supporting them holistically and pre-emptively.
Research Questions
1. How does a proactive advising approach affect the academic and personal experiences of international community college students?
2. Does early intervention reduce the incidence and severity of academic, immigration, and mental health-related challenges?
3. How does proactive advising influence international students’ perceived sense of support, belonging, and well-being?
Theoretical Framework
The study is grounded in Positive Psychology (PP), a branch of psychology that emphasizes strengths, resilience, and human potential rather than deficits. PP seeks to understand what enables individuals to thrive and find meaning (Seligman & Csikszentmihalyi, 2000). Applied to advising, this framework positions international students not as “at risk” populations to be fixed, but as individuals with capacities for growth. Proactive advising aims to foster autonomy, resilience, and life satisfaction, thereby enhancing long-term academic success and personal flourishing.
Methodology
Recruitment and Consent
At the start of the Fall 2025 semester, all newly enrolled international students at a large Ontario community college will be invited to participate. Participation will be voluntary, with informed consent obtained through an online process.
Group Assignment
Participants will be randomly assigned to either the study group (proactive advising) or the control group (standard support) using stratified random sampling. Stratification variables will include program of study, country of origin, and gender to ensure demographic comparability.
Study Group Procedures
Study group participants will engage in biweekly one-on-one meetings with ISAs, either in person or virtually. Each 30-minute semi-structured session will explore:
• Academic progress and challenges
• Adaptation to Canadian classrooms and cultural environments
• Social integration and emotional well-being
• Emerging concerns related to immigration, housing, or finances
The proactive advisement model emphasizes early identification of risks and collaborative action planning. Sessions will be recorded in anonymized note form (with consent) for later analysis.
Control Group Procedures
Control group participants will receive standard reactive support, accessing services only if they seek help. This reflects current institutional practice.
Data Collection and Analysis
At the end of the semester (December 2025), all participants will complete a survey that captures their academic adjustment, social integration, and use of support services. Academic performance will also be reviewed; students placed on probation will be classified as “unsuccessful” for study purposes. Survey data will provide quantitative measures, while anonymized session notes will undergo thematic analysis to explore qualitative dimensions of student experience.
Expected Outcomes
It is anticipated that proactive advising will:
• Improve academic performance by reducing probation rates.
• Enhance students’ sense of belonging and resilience.
• Reduce the incidence of crises related to immigration or personal well-being.
• Develop a scalable model for community colleges, not only in Canada but globally, that contributes to more equitable and peaceful educational environments.
Contribution
The study is expected to make two key contributions:
1. Scholarly: It extends Positive Psychology into the domain of international student advising at community colleges, a sector often under-researched in comparative education.
2. Practical: It offers an evidence-based advising model that can be adopted by institutions to foster student well-being and success. By equipping students with tools for resilience and adaptation, proactive advising contributes to educational inclusion, social cohesion, and peacebuilding in increasingly divided global contexts.
References
Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131–154. https://doi.org/10.1177/1475240906065589
Hyun, J., Quinn, B., Madon, T., & Lustig, S. (2007). Mental health need, awareness, and use of counseling services among international graduate students. Journal of American College Health, 56(2), 109–118. https://doi.org/10.3200/JACH.56.2.109-118
Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. (2008). Loneliness and international students: An Australian study. Journal of Studies in International Education, 12(2), 148–180. https://doi.org/10.1177/1028315307299699
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Sherry, M., Thomas, P., & Chui, W. H. (2010). International students: A vulnerable student population. Higher Education, 60, 33–46. https://doi.org/10.1007/s10734-009-9284-z
Zhang, Y. L., & Zhou, G. (2010). Understanding international students’ academic adaptation in Canada from a sociocultural perspective. International Journal of Education, 2(4), E14. https://doi.org/10.5296/ije.v2i4.635

Authors

• Oleksandr Antonenko, Seneca Polytechnic

• Oleg Legusov, Seneca Polytechnic