Career development influences of international students who pursue permanent immigration to Canada

Abstract

This research focused on the career decision and planning needs of a unique group of migrants: international students who are completing their studies as temporary immigrants and who are embarking on the career journey of employment and permanent immigration. A semi-structured interview employing a Critical Incident Technique was used to assess the career influences of 19 undergraduate and graduate international students at a Canadian university. Data were analyzed using a constant comparison method and critical incident protocol. Students were motivated to remain in Canada due to enhanced job opportunities and high standard of living. Barriers to migration included the fear of not securing employment and cultural and linguistic barriers. International students would like to see campus and career services specified to the needs of international and graduate students to help them realize their goal of pursuing employment as the key to permanent immigration.Résumé. Les influences du développement de carrière des étudiants internationaux qui recherche à immigrer de manière permanente au Canada. Les étudiants étrangers qui terminent leurs études en tant qu'immigrants temporaires et qui se lancent dans leur carrière professionnelle et dans l'immigration permanente représentent un groupe unique de migrants qui ont des besoins particuliers en ce qui concerne les choix professionnels et la planification de carrière. Une entretien semistructuré utilisant une Technique des Incidents Critiques a été utilisée pour évaluer l'influence de carrière de 19 étudiants internationaux de premier et de deuxième cycle dans une université de l'ouest du Canada. Les données ont été analysées en utilisant une comparaison constante et un protocole d'incident critique. Les étudi-ants étaient motivés à rester au Canada au vu des bonnes opportunités d'emploi ainsi que du haut niveau de vie. Les obstacles à la migration comprenait la peur de ne pas

International students' experiences of integrating into the workforce

“…Attending relevant career fairs and having a professional network would have been helpful in the students' job search efforts. It was interesting to consider how they viewed the importance of such activities, because most of the students did not have a formulated plan for securing employment when they were in the last semester of their academic program (Arthur & Flynn, 2011). In hindsight, they recognized the importance of building networks and work experience as soon as possible.…”

“…The current study was the second phase of a study conducted by the authors (Arthur & Flynn, 2011). During the first phase, participants were recruited from the institution's Centre for International Students and Study Abroad (CISSA) during their final year of academic studies.…”

“…Close to 70% of international students studying in the United States reported that they would like to remain in the country permanently after graduation (Spencer-Rodgers, 2000). However, career goals associated with permanent immigration involves a myriad of personal, cultural, and systemic influences (Arthur & Flynn, 2011). Personnel who work in college and university settings need to be familiar with the influences on international students' career development and know how to support them when their goals include pursuing employment and permanent immigration.…”

Key Relationships for International Student University-to-Work Transitions

“…However, there is little research available on the post-graduation transitions of international students and how they manage their quest for employment in the host country where they have studied. Available research suggests that the decision-making process to stay in the destination country is complex, involving perceived career and lifestyle opportunities in both home and host cultures (Arthur & Flynn, 2011).…”

Research on Career Choices and Decision-Making Process Among Chinese Overseas Students

“…This theory is grounded in the premise that learning experiences shape not only career preferences and skills, but also career choice [1]. Genetic inheritance, environmental factors, learning experiences, and task performance skills are just some of the factors cited by the theory as affecting career decisionmaking [2].…”