With the increasing enrollment of international students in North American universities, the need to support the adjustment of international students has also increased. One factor consistently identified as essential to successful student adjustment is having a strong support network, including familial support. Previous research investigating the needs of international students’ partners is limited and has suggested that partners may face greater barriers to adjustment than international students. The current study was conducted to better understand the needs of partners as well as potential barriers they face when attempting to access services. Although limited by sample size, the results suggested that partners are interested in increased support in helping their transition to local living and mainstream culture.

During the previous decade, growth in the numbers of internationally mobile students included international high school students. Prior research on international students’ career development in higher education may not account for the unique context of younger international students in secondary schools. The current study investigated career influences for international secondary students, using the Systems Theory Framework ( Patton & McMahon, 2021 ). International students in senior years completed written, open-ended surveys and in-person interviews regarding their career aspirations, plans and key influences on their decision-making. International student coordinators and school staff also offered their perspectives about these influences. Results indicate the inter-related systemic influences of individuals, significant relationships, location and country contexts, the secondary school environment, and perceived characteristics of occupations and future career pathways. Implications for supporting international high school students in the school setting and future research directions are discussed.

This issue of the Canadian Journal of Program Evaluation (CJPE) is one of our most comprehensive to date. Not only does it include five full articles, fi ve practice notes, and two book reviews, but it also covers a wide range of evaluation-related topics, practices, and studies. I am pleased to note that our editorial team contin ues to receive high-quality submissions, and I encourage you to keep thinking of the CJPE as an outlet for your work. The articles and practice notes included in this issue focus on four recurring themes that reflect current topics in our field. First, evaluative thinking and capac ity building in non-governmental organizations is the subject of articles by Rog ers, Kelly, and McCoy, as well as by Lu, Elliot, and Perlman. Both articles provide insights into the facilitators of, and barriers to, evaluation capacity building as well as the multiple roles played by evaluators in fostering evaluative thinking amongst organizational staff members. Second, process evaluation appears to be of interest to many evaluators and researchers: Leblanc, Gervais, Dubeau and Delame focus on process evaluation for mental health initiatives, while Parrott and Carman pro vide an example of how process evaluation can contribute to program scaling-up efforts. Chechak, Dunlop, and Holosko also focus on process evaluation and its utility in evaluating youth drop-in programs. Teachers and students of evaluation may be interested in our third theme, which focuses on student contributions to evaluation, both through peer-mentoring-as described in the practice note written by LaChenaye, Boyce, Van Draanen, and Everett-and through the CES Student Evaluation Case Competition-described in a practice note written by Sheppard, Baker, Lolic, Soni, and Courtney. And fourth, we continue to advance our methodological approaches to evaluation, and this is reflected in an article on evaluation in Indigenous contexts by Chandna, Vine, Snelling, Harris, Smylie, and Manson, as well as in an article on the use of an outcome monitoring tool for performance measurement in a clinical psychology setting by Rosval, Yamin, Jamshidi, and Aubry. Czechowski, Sylvestre, and Moreau also feature methods in their practice note on secure data handling for evaluators, a key competency that continues to evolve as our data collection and storage mechanisms adapt to new technology. In addition to these articles and practice notes, this issue also features two book reviews that are sure to interest our readers. First, Bhawra provides an account of

The authors in this chapter aim to provide a beginning understanding of the unique experiences and challenges that partners of international students face when accompanying international students to post-secondary institutions. As enrollment of international students has steadily increased worldwide, institutions are beginning to recognize the necessity of extending services and programming to partners. With the difficulties of adjusting to a new country and culture, partners may provide a valuable source of social support. There are, however, additional unique difficulties for partners, including: lack of English proficiency, social disconnection, loss of identity, and many more. This chapter will provide an introduction to the importance of examining this population, historical background, general experiences of the partners, most current research, recommendations for services, policies and practices, and conclude with specific areas of further research. It is the hope of the authors to provide visibility for an often forgotten and invisible population.

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