Canada’s International Education Strategy: Implications of a New Policy Landscape for Synergy Between Government Policy and Institutional Strategy

Trilokekar, Roopa Desai; Masri, Amira El

doi:10.1057/s41307-016-0017-5

Cited by 18 publications

(11 citation statements)

References 31 publications

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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%

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“A question of self-interest”: A brief history of 50 years of international student policy in Canada

McCartney

2021

CJHE

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This article offers a periodization of the history of international student policy in Canada since 1970. It draws on archival sources at seven public post-secondary institutions in British Columbia and Ontario, as well as governmental discussion in both provinces and at the Federal level, and scholarly writing about international students within the Canadian Journal of Higher Education to construct this history. Four key periods are identified: the emergence of differential fee policies in the 1970s; an era of institutional recruitment efforts in the 1980s and 1990s; a period of active government recruitment in the 2000s; and an era of bifurcating priorities as governments expanded their recruitment efforts but scholars began to question the international student project in Canada. The article shows changes in international student policy over the past half-century, but also reveals continuities, most notably a sustained emphasis on serving Canada’s perceived national interests.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“A question of self-interest”: A brief history of 50 years of international student policy in Canada

McCartney

2021

CJHE

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“…International education in Canada is associated with economic competitiveness and the need for skilled labor (Scott et al , 2015; Trilokekar and ElMasri, 2016). To “maximize economic opportunities for Canada” and guide strategic activities, the Canadian federal government introduced a national strategy for international education in 2014 (Government of Canada, 2014, p. 5).…”

Section: International Education In Canadamentioning

confidence: 99%

School-aged children and decisions for studying abroad in Canada

Tamtik

2019

IJEM

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Purpose The purpose of this paper is to examine parental and students’ decisions regarding participating in K-12 level study abroad programs in Manitoba, Canada. Design/methodology/approach The study reports on data collected through document analysis and semi-structured interviews with 18 international students and 14 parents. Findings The findings suggest that the key factors influencing decisions are perceptions of enhanced career prospects, changing global environments and broadened post-secondary education choices. Country-specific factors include quality and safety of the learning environment, multiculturalism and reputation associated with the country and people. Research limitations/implications The participants were primarily students and parents from the EU countries associated primarily with horizontal mobility. Experiences of students from the main sending countries (China, South Korea and Japan) might differ. Practical implications The results are relevant to educational managers in designing high-quality international programs and recruitment agents. Originality/value The study adds important empirical evidence to the limited research that has been conducted on study abroad experiences at the K-12 level. It is one of the first in the Canadian context. It provides unique perspectives in USA and Canada comparisons for study abroad of school-aged children.

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“…Much of the post-secondary international education policy research in Canada focuses on the role of supranational organizations (e.g., Tamtik, 2017;Viczko, 2012), the state (e.g., Cover, 2016;McCartney, 2016;Trilokekar, 2010;Trilokekar & El Masri, 2017); post-secondary education institutions (e.g., El Masri et al, 2015;Jones & Olesksiyenko, 2011;Taskoh, 2014;Trilokekar & El Masri, 2016); and non-government actors (Viczko, 2012(Viczko, , 2013Viczko & Tascon, 2016;Williams et al, 2015). However, very few studies have attempted to probe the relationality between actors or map international education actors more broadly.…”

Section: Introductionmentioning

confidence: 99%

International education policymaking: A case study of Ontario’s Trillium Scholarship Program

Masri¹

2020

CJHE

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This paper explores Ontario’s international education policy landscape through illuminating the discursive struggles to define international student funding policies, in particular the international doctoral students’ Trillium Scholarship. Adopting Hajer’s (1993, 2006) Discourse Coalition Framework, the study engages with three research questions: What paved the way to this funding policy? Who were the actors engaged in this policy landscape? How has the argumentation over this policy influenced the international education policy context in Ontario? Argumentative discourse analysis was used to analyze three data sources: news articles, policy documents, and interviews. Two storylines were identified: international student funding is desirable and beneficial to Ontario versus Ontario first. Whereas the first storyline achieved hegemony, the second succeeded in bringing discourses of protectionism to the forefront influencing the government’s future engagement with international student funding. The paper ends with three observations on Ontario’s international education policy landscape. This study contributes to our understanding of how international student funding can be highly political and influenced by non-education policy spaces and discourses.

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Canada’s International Education Strategy: Implications of a New Policy Landscape for Synergy Between Government Policy and Institutional Strategy

Cited by 18 publications

References 31 publications

“A question of self-interest”: A brief history of 50 years of international student policy in Canada

“A question of self-interest”: A brief history of 50 years of international student policy in Canada

School-aged children and decisions for studying abroad in Canada

International education policymaking: A case study of Ontario’s Trillium Scholarship Program

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