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Permanent link (DOI): https://doi.org/10.7939/R3833N97S

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International Graduate Students and the Work of Applying to a Canadian University Open Access

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Other title
Subject/Keyword
Institutional Ethnography
Higher Education
International Students
International Education
Internationalization
Canadian Universities
International Graduate Students
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Corrigan, Joseph D.
Supervisor and department
Shultz, Lynette A. (Educational Policy Studies)
Taylor, Alison (Education, University of British Columbia)
Examining committee member and department
Spencer, Brenda L. (Education, University of Calgary)
McCoy, Liza (Sociology, University of Calgary)
Kachur, Jerrold L. (Educational Policy Studies)
Department
Department of Educational Policy Studies
Specialization
Education Administration and Leadership
Date accepted
2016-12-13T10:55:44Z
Graduation date
2017-06:Spring 2017
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
In this study, the textually mediated processes of applying to a Canadian university are explored from the standpoint of international graduate students. As reduced government support makes universities in Canada increasingly reliant on differential fees paid by international students, there is little research or literature on how these individuals become cross-border learners in Canada. A federal government (2014) international education strategy for higher education calls for a dramatic increase in international students by 2022. At the same time, in Australia and elsewhere, there are growing concerns about the international student experience. Among other issues, this includes a lack of social integration, which may reduce retention and completion rates, and perhaps even settlement decisions among those who consider becoming new Canadians. Using institutional ethnography, this study adds a qualitative dimension to quantitative studies interrogating the experience of international students in Canada. This study supports the interview results from a CBIE (2014) study of international students, but takes issue with the high levels of satisfaction indicated by survey results that are reported in the same study.
Language
English
DOI
doi:10.7939/R3833N97S
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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