2016
DOI: 10.1177/0020702015622994
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Canada’s Global Engagement Challenge: A comparison of national strategies

Abstract: A key strength of Canada's international education engagement is its openness to a multi-faceted exchange of knowledge and ideas across borders. But while Canada excels and continues to grow in international research collaboration, institutional partnerships, and inbound student mobility, its performance in the realm of outbound mobility is less impressive: a mere 3.1 percent of university students participate annually. Participation of college and high school students is even lower. This paper looks at recent… Show more

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Cited by 5 publications
(10 citation statements)
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“…In addition, one of the main priorities is to prepare students for the labor market. Civic Engagement is therefore a required asset in higher education to allow students to develop their sense of citizenry while also providing students with the tools they need to persist in future societies [9].…”
Section: Citizenship and Civic Engagement In Democraciesmentioning
confidence: 99%
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“…In addition, one of the main priorities is to prepare students for the labor market. Civic Engagement is therefore a required asset in higher education to allow students to develop their sense of citizenry while also providing students with the tools they need to persist in future societies [9].…”
Section: Citizenship and Civic Engagement In Democraciesmentioning
confidence: 99%
“…Citizenship education thus combines the idea of providing students space and time for self-development activities [7] with two of the other main tasks of higher education, namely teaching and research. It is closely connected to the third task of higher education, which can be summarized as contributing to communities [2], which is achieved by preparing students to be active citizens in society [8] and to be successful in the labor market [9]. At present, a commonly used teaching method to teach Civic Engagement has been Service Learning.…”
Section: Introductionmentioning
confidence: 99%
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“…Most of the scholarship examining the history of international student policy in Canada has focused on the period after 2000, an era that is commonly associated with internationalization (Knight, 2015). A central focus in this work has been the issue of a federal-level internationalization strategy, which was not created until 2014 (Government of Canada, 2014), and the effect its absence and then creation has had on Canadian international student policy (e.g., Anderson, 2015;Bégin-Caouette, 2018;Desai-Trilokekar & Jones, 2015;Garson, 2016;Johnstone & Lee, 2014Knight-Grofe & Deacon, 2016;Sá & Sabzalieva, 2018;Tamtik, 2017;Tamtik et al, 2020;Trilokekar & El Masri, 2016a, 2016bTrilokekar & Kizilbash, 2013;Viczko & Tascón, 2016). The effect of this focus has been to situate the creation of the national strategy as the central event in the history of international student policy.…”
Section: Literature Reviewmentioning
confidence: 99%
“…For example, Sá and Sabzalieva (2018) frame the period before the creation of a national policy as Canada "playing catch-up" in comparison to other Anglo-American countries that receive large numbers of international students (p. 241), and Trilokekar and Jones (2020) described that time as "characterized by multiple and uncoordinated processes" as a result of the failure of federal government to set a national agenda (p. 30). But the new national policy is heralded as a dramatic change (Trilokekar & El Masri, 2016a) which signalled that Canada had entered a new era, with an increased emphasis on international student recruitment (Knight-Grofe & Deacon, 2016). This periodization is not inaccurate, but it is incomplete.…”
Section: Literature Reviewmentioning
confidence: 99%