The Effects of Activation: International Students’ Employment and Transitions to Permanent Residency in Canada

During studying, foreign students undergo many stages of adaptation to new habitats, including adaptations to climatic, social and nutritional features in Ukraine. Foreign students experience difficulties in shaping their diet, following national traditions. They do not always have the right to pick analogues of the usual food products, to cook, and are increasingly fed in fast food. The aim of the study is to offer corrective measures on the diet of foreign medical students, taking into account the characteristics of national cultures, which depend on the geographical location of the country of residence of students. To achieve the goal, the following objectives were set: to assess the peculiarities of the diet of students who came from Africa and South Asia from gender perspective; to identify factors that prevent foreign medical students from following the principles of rational nutrition; to develop proposals for correction of eating behavior of students. Methods of research - sociological (questioning and interviewing), analytical, medical-statistical, nonparametric methods of mathematical statistics. The paper presents data on the quantitative and qualitative composition of food products that respondents used during the day and the diet of foreign medical students who came to study from the countries of Africa and South Asia. It has been established that nutrition of students is not balanced in structure, mode, protein, fat, carbohydrate ratio in both groups. The author shows the main barriers that, according to students, impede them to eat rationally. Obtaining data allowed to make recommendations for the correction of eating behavior by foreign students, which consists in conducting information companies among foreign students for the promotion of healthy eating, taking into account the data of a permanent residence; informing the students about WHO recommendations for healthy eating; conducting constant monitoring of eating behavior of students using the proposed questionnaire.

This research critically analyzes the introduction of the Express Entry system in Canada, requiring foreign nationals to submit an Expression of Interest (EOI) and wait for an invitation before being allowed to apply for permanent residence. Drawing on available empirical data, I argue that this reform jeopardized international students’ chance to become permanent residents. Despite recent modifications that intended to improve their situation, the pathways to permanent residence of international students are still restricted. Particularly, international PhD students are negatively impacted as the previously existing PhD stream under the Federal Skilled Worker Program covertly disappeared from the current regime. This research concludes with suggestions on how to further modify the current immigration system to facilitate international students’ transitions into Canada.

BackgroundSince the Immigration and Nationality Act of 1952, the number of international students in the United States had been gradually increasing. However, the total numbers have begun to decrease since 2019–2020 school year due to the Trump administration's policy and COVID-19. Still, little is known about how international students’ psychological adjustment and well-being have been affected by changing nonimmigrant visa policy and the COVID-19 pandemic. MethodsWe conducted a total of 34 online semi-structured in-depth interviews with international students from 18 countries of origin studying in the San Francisco Bay Area, California. More than 60% of the participants (21 out of 34) were aged 21 to 25. Among our 34 participants, gender and 18 were male and 16 were female, and 19 were undergraduate students and 15 were master’s students. The majority of the participants were first-generation college students (22/34, 64.71%). Verbatim transcription was done for all interviews. NVivo was used for both deductive and inductive approaches to the qualitative analysis.ResultsOverall, the recent political climate negatively impacted participants’ psychology of adjustment and well-being. July 6, 2020 Policy Directive for international students caused severe uncertainty about whether they can continue studying in the United States. There were many resources or services needed to overcome this period, such as extended mental and emotional support from the counseling services as well as financial and informational support from the international student office and university. Although international students had the benefit of the university's food assistance program, they were not eligible to receive any external support outside of the university and financial aid at the local and federal levels. Whether maintaining F-1 visa status was one of their major concerns. Due to COVID-19, job opportunities were limited, which made international students difficult to obtain Curricular Practical Training (CPT) and secure a job in the United States within the 90-day unemployment limit of Optical Practical Training (OPT). H-1B visa and permanent residency were other challenges to go through, but participants saw positive perspectives from the Biden administration.ConclusionsUncertain policy changes due to COVID-19 and presidential transitions impacted international students’ psychological well-being and adjustment. International students are important populations in the United States who have supported jobs that are high in demand and economically contributed to the United States. It is expected that future policies at various levels support international students’ life and improve their health equity and mental health.

This research full paper explores the academic outcomes of undergraduate engineering students who leave their native countries and pursue their education in the USA. These "international students" are defined as students who were not citizens or permanent residents of the USA who enrolled in engineering programs in the USA. In this paper, we quantitatively analyze metrics for international and domestic students pursuing undergraduate degrees in one of the five most popular engineering disciplines in the USA: chemical, civil, electrical, industrial/systems, and mechanical using the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). MIDFIELD includes institutional records from over 1.7 million undergraduate, degree-seeking students in 21 programs at nineteen universities in the USA with over 85,000 men and 21,000 women enrolled in one of the most popular five engineering disciplines in the USA. Metrics used include representation at the start of university studies, initial engineering major choice, six-year graduation rate, and stickiness (the number of students graduating in a major divided by the number of students who ever enrolled in that major). Results are disaggregated by origin (domestic or international), sex (female and male), and major (chemical, civil, electrical, industrial/systems, and mechanical). Results show that there are more men than women in these disciplines and this is more pronounced for international students. In these disciplines, international students graduate at higher rates and have higher stickiness than domestic students. International females have the highest graduation rates. Industrial/Systems Engineering has the highest graduation rates and stickiness for all populations. Insights from this work can inform student services personnel and others committed to international student success.

Germany is a non-English speaking country with a large and growing number of incoming international degree-seeking students. However, their estimated dropout rates are high. This study aims to investigate whether specific challenges faced by international students (e.g., social and academic integration, language learning, financial situation, residence-permit related regulations) are associated with major change and university dropout. The discrete-time competing risk analyses of the first three semesters of an online panel survey of international students in Germany (International Student Survey; N = 3,660) show that satisfaction with the degree program’s content decreases the risk of major change and university dropout. Moreover, the nationality and the associated temporary or permanent residence permit are considered in the students’ educational decisions. Based on the results, we recommend improving the match between students’ interest and their fields of study. Measures to prevent international students from dropping out must thus begin before they start their studies.

SummaryThe current controversy surrounding recently released immigration statistics on international student graduates of Australian universities and the ongoing debate on literacy standards in our schools form the context for this paper. A variety of explanations have been offered on how it can be that a large portion of international students graduating from Australian universities are being granted permanent residency in Australia with lower International English Language Testing System scores than those required for university entry and professional employment. An equally wide variety of explanations has been offered on the purported slippage of English literacy standards in schools. While the focus of this paper is on academic English literacy skills, and while it certainly turns a spotlight on international students, it is not, however, the intention in this paper to enter fully into either the first controversy or the second debate. The purpose of this paper is rather to examine disparities that seem to exist between international and Australian student performance in the professional development component of their engineering programs at the University of Western Australia (UWA). These disparities are evident in data of students enrolled in Introduction to Professional Engineering (IPE), the foundation unit for the professional development of engineering students at UWA. In contrast to the technical component of the degree, this unit depends heavily on English communication skills. Collaboration between content and language experts in 2006 and 2007 seems to hold promise of achieving more equitable outcomes for international students. This collaboration has reversed the widening gap in the pass rates of international and Australian students in the unit. It is hoped that this will, in turn, lead to improved international student retention rates in the degree.

This chapter mainly addresses the implications for future research. Based on the statement of limitations of this research and earlier interpretations and discussions, future research should address at least the following three issues: 1. Future studies could follow different research designs. For example, it is clear that international students from countries other than China also suffer stress in the United States and future projects should compare and contrast samples of foreign students from different cultures residing in the United States. Studies can research the relationship between the culture and stress and coping behaviors. This could be done at a single university which has a large foreign student population. Further incorporating a variety of international students groups should prove helpful in enhancing the richness of the data. Schwartz’s (1987) study provided a starting point for future research. Schwartz studied the relationship between culture and stress. She compared Chinese international graduate students, Saudi Arabian international graduate students, and American graduate students regarding their perceptions of problems encountered in daily life and their preferred coping strategies. The results of the study showed that individuals from different cultures tend to identify different types of events as stressful and to appraise these events differently. Students also report using different types of coping strategies. 2. A longitudinal or follow-up study should be conducted at a later date, when the interview respondents are more settled. In other words, the research can easily be continued in a number of years and would provide longitudinal accounts which are not available in current literature. After the respondents have put their university days behind them, they may reveal, in greater detail, the stress and anxiety they felt while they were students, how they adapted, how they coped with their stress, and how they lived up to the expectations of their families in China. They might be more candid about their difficulties they faced as students, after they have become permanent residents or United States citizens. The study can also compare the different stressors they encountered as students, who temporarily reside in America, and as immigrants, who tend to work and live permanently in the United States. 3. Regarding the American dream, stress and coping, job concerns, and other immigration issues, future projects might also conduct a comparison study on different groups such as predeparture students, students who are currently enrolled in American universities, those who have graduated from American universities and have settled in the United States for several years, and those who have finished their degree in the United States and returned home. This comparison study could reveal how students’ perceptions change over time and what role foreign study plays in students’ future social economic status, which could be upward or downward.

The problematic internet usage in academic youth is increassingly relevant for overall health and functioning, yet little studied and poorly defined to this date. Aim . To investigate the associations between the level of internet usage and self-reported well-being, and also the association between the level of internet usage and demographic parameters (age, gender, faculty, year of study, relationship status, country of permanent residence) in foreign medical students. Materials and method. In May 2019, 110 foreign students from the French and English section of medicine and dentistry faculties, from the “Iuliu Haţieganu” University of Medicine and Pharmacy, Cluj-Napoca, signed the consent and filled in a self-reported questionnaire including demographic data, Internet Addiction Test, World Health Organization well-being questionnaire (WHO-5). Results . The higher levels of internet usage in medical university foreign students were associated with lower levels of self-reported well-being. The level of internet usage was significantly lower in students from EU and associated countries than in those from non-EU countries. The second year students reported the highest levels of internet usage, while those in years 4 and 5 reported the lowest levels. Men reported higher levels of internet usage than women. Discussion and conclusions. Further assessments, such as the type of internet activities of male and female students, cutoffs for problematic internet usage, cultural issues, perceived stress and coping mechanisms in relationship with internet usage level, can give us a better understanding of internet usage and of its health impact in academic youth.

Recent policy changes in Canada highlight the strategic role International Students (IS) in the country’s economic development and future prosperity. With the release of Canada’s first international education strategy, the federal government has intimately tied international education to the domestic economy by attracting and retaining skilled workers to prepare Canada for the global market place. IS are particularly desirable candidates for permanent residency because their Canadian credentials, proficiency in at least one official language, and their relevant Canadian work experience is assumed to allow them to integrate more easily into the labour force upon graduation. Through 11 focus groups with 48 IS from two post-secondary institutions in the province of Ontario, we explored the adjustment of IS as they adapt to Canada and transition from student to worker. Thematic analysis suggests a disconnect between policy makers’ assumptions and the lived experiences of IS in Canada. Specifically, we find that IS’ integration into Canadian society into the domestic labour market is hindered by adjustment difficulties pertaining to language abilities, poor connectedness to host communities, and perceived employer discrimination against IS. We offer policy recommendations for how international education can better prepare IS for the Canadian labour market.

With the rapid development of international education, China has become a popular destination for international students. In this context, whether students settle in China or return to their hometowns after graduation is a matter of interest. Based on a recent questionnaire survey circulated among international students in Nanjing, Jiangsu Province, and on interviews conducted there, this study applies logistic regression models to examine the determinants of their intentions and the mechanism of their decision to either settle or return. In addition, the gender gap is studied to explore how male and female international students are differently influenced by various determinants. The results show that most international students are satisfied with their experience of studying in China and with their social environment but have less understanding of Chinese policies. The results also indicate that family obligation, social ties, working conditions, and social and policy environment have a significant impact on international students’ intentions. From the gender perspective, family ties and labor market play different roles in the decisions of male and female students, while marital status and policies influence both genders. The results reveal the mechanisms of settling and returning, which may have implications for the Chinese government in its desire to retain foreign talents.

Australian government policy directs international students to study particular types of disciplines where skill shortages have been identified. This paper examines the outcomes with respect to international accounting students aspiring to gain employment in Australia in accounting. The study includes a survey of international students undertaking a second-year accounting unit at a Melbourne-based university together with feedback from a small number of employers of accounting graduates. The results show that 84 per cent of the international students in the sample intended to seek permanent residency (PR) in Australia and viewed the study of accounting as a means of helping them meet the requirements for PR status. Although most indicated that they intended to seek employment in the accounting field on graduation, the feedback from employers suggests that generally international accounting graduates are not sufficiently 'work ready' to be considered for graduate employment.

This research addresses graduate students studying in the USA who are either US citizens or non-resident aliens who demonstrated emergency loan needs. There have been limited studies that have compared US citizen or non-resident alien graduate students in relation to emergency loan need and GPA. To address this issue, we conducted research by collecting data from 290 graduate students enrolled in a large public university located in the USA. The dataset includes 188 students who are US citizens or have US permanent residency; and 102 non-resident aliens. The results of the regression analysis shows that there is no significant relationship between GPA and emergency loan need for graduate students who are either US citizens or international students. Also, in our data analysis, the visual representation of the dataset strongly indicates that emergency loan need exists in a diverse spectrum of nationality, colleges, degree types, ethnicity, gender, and marital status. These results have practical and theoretical implications for administrations and key decision makers in higher education.

Letter: Predictors of Academic Neurosurgical Career Trajectory Among International Medical Graduates Training Within the United States.

In their Policy Forum “Doctoral students and U.S. immigration policy” (1 November 2013, p. [562][1]), K. E. Maskus et al. point to the potential economic benefits of expanding opportunities for the brightest international graduate students to remain in this country after graduation. However, the present immigration system creates unnecessary barriers that prevent many international students from obtaining green cards (permanent residency), thus limiting their postgraduation contributions to innovation and job creation in the United States. International graduate students, typically on F-1 visas, are not permitted to declare dual intent (the intent to study and immigrate), and the opportunities for obtaining a green card after graduation are limited regardless of career path. Graduates who pursue postdoctoral positions in academia are often on exchange visitor J-1 visas that grant, by definition, temporary and nonimmigrant status. In the industry, H-1B visas can lead to employer-sponsored green cards, but the number of available visas is drastically short of demand, as is the number of available employment-based green cards for people born in certain backlogged countries such as India and China. Moreover, despite the critical role of innovation and job creation in growing our nation's economy, graduates who start companies—whose products may spring from work accomplished at American universities—face the tallest hurdles. Legally, international graduate student entrepreneurs are often not allowed to found their companies under their own names and, instead, must be sponsored to work for a company owned by another party. An alternative pathway for entrepreneurs is a foreign investor EB-5 visa, but the personal investment of up to $1 million required from applicants places this option out of reach for most recent graduates. Meanwhile, other countries have created programs to capitalize on entrepreneurs who were trained in the United States but cannot find a way to stay ([ 1 ][2]). From a practical standpoint, these restrictions dissuade future innovators from pursuing careers in this country and thereby encourage the development of new technologies elsewhere in the world. Some straightforward reforms that would improve the situation include: (i) authorizing dual intent for student visa holders, (ii) increasing the number of H-1B visas available to recent graduates and increasing the number of green cards awarded to highly educated immigrants in STEM fields, and (iii) creating a new immigration pathway to encourage entrepreneurship. 1. [↵][3] “Where creators are welcome,” The Economist (9 June 2012); [www.economist.com/node/21556636][4]. 2. The authors are writing on behalf of the Legislative Action Subcommittee of the Graduate Student Council at the Massachusetts Institute of Technology. [1]: /lookup/doi/10.1126/science.1239572 [2]: #ref-1 [3]: #xref-ref-1-1 View reference 1 in text [4]: http://www.economist.com/node/21556636

This paper compares Mexican and Vietnamese international students’ and graduates’ migration decision-making while navigating Canadian policies merging international higher education and migration or the “edugration system.” While this system offers a delimited temporal framework and a linear pathway to permanent residency (PR) for international students; we argue that it does not align with the temporality of international students’ and graduates’ plans and aspirations. We draw from interviews conducted with 15 Mexican students and six graduates as well as 10 Vietnamese students and 11 graduates. Our findings highlight participants’ migration strategies for transnational social mobility, from childhood to postgraduation. These strategies unfold distinctively in time, depending on the region of origin. Rather than embracing the homogenizing edugration time frame, there is a need to emphasize international students’ and graduates’ own temporality to foster a nuanced and critical understanding of their migration pathways.