T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out & Internationalization: Practice, Challenges and Diversified Voices

Charles Shi Dongyan Blachford

University of British Columbia University of Regina

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Agenda

• Transition out and Work Learn Program---UBC Practice--- Career preparation for international students as part

of internationalization

• Voices and Views of International Alumni--- Internationalization in Canadian Education and

the Impact of Chinese –Canadians Who Remained in Canada

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out and Internationalization

“Internationalization is the process of integrating international and multicultural perspectives and experiences into the learning, discovery and engagement mission of higher education.” (Jean Knight)

---Transition out is an integrated part of the learning experience of international students

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out---The Challenges Facing International Students

• Lack of work experience• Lack of knowledge about how to apply for a job • Lack of networking and interview skills• Lack of language skills / communication skills• Lack of knowledge about Canadian business culture• Some Canadian employers are reluctant to hire

international students

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out --- The Challenges Facing International Students

“I have great difficulties finding any relevant jobs because of lack of administration and management skills required in most jobs…I’m on the verge of insanity under tremendous pressure and limited time to find a job related to my major. I now regret much of my academic life was spent on graduating as early as possible and on career-irrelevant part-time jobs, and not making any relevant career connections….”

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

UBC Experience

• Work Learn Program---Provides on-campus work opportunities for international students to gain work experience

• Transition Out Program---Provides information and assistance by organizing a series of workshops and events to prepare international students for their future career

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

UBC Experience-Work Learn

• An experiential work program for undergraduate international students to work on campus

• Wage-subsidy• 10 hours a week, 150 hours per term• Started in Jan. 2006 and has been expanded to 300

positions

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Work Learn: From Students

• Enriched the educational experience • Gained work experience and developed employable skills• Deepened the understanding of Canadian workplace

culture• Enhanced confidence in joining the workforce in the

future

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Work Learn: From Supervisors

• Brought new perspectives to diversify the campus work environment (“Our Work Learn student provided a valuable international perspective on learning - she helped us develop content, services, and resources that would support new international students academically.”)

• Further engaged international students by involving them in shaping the direction of programs and services

• 100% of supervisors expressed that they would hire international students again

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

UBC Experience-Transition Out Program (TOP)

• Provides information and assistance • Organizes a series of workshops and events to help

international students• prepare for the future career

• develop competence and skills

• share experience

• build up the network

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out Program (TOP) Featured workshops and events

• Post-Graduation Work Permit Information Sessions• Finding Work in Canada• Canadian Workplace Culture • How to Prepare for Graduate Studies• Provincial Nominee Program Information Sessions • Launch a Career in Canada Networking Event• Networking skills for International Students• Interview Skills for International Students

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out Program (TOP)---The Way It Works

• Cross-functional collaboration • Core Team---formed by the staff from International Student

Development, Career Services and Alumni Affairs

• Partner with faculties

• Engage international alumni and local community

• Campus-wide promotion to increase the awareness of TOP

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out---An Important Dimension of Internationalization

• Being part of the learning experience and success of international students

• Engaging alumni and local community in career preparation for international students

• Preparing international students for integrating into Canadian labour force after graduation

• Enhancing the competence of international students in the global labour market

T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A | I N T E R N A T I O N A L H O U S E

Transition Out: The Challenges

• Traditionally career education and preparation are not on the agenda of international education

• Employers need to be updated on immigration regulations• Building an international alumni network for Transition

Out Program

Internationalization in

Canadian Education and

the Impact of Chinese –Canadians Who Remained in Canada

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Organization of the presentation

• Introduction of the conceptual framework of internationalization within the context of higher education

• Research on the Chinese Canadian remainees’ impact on internationalization: personal, Canadian society, and Chinese society.

• Conclusions, implications, future research• Questions

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Research on Chinese Canadian Professors

• Background of the Study• Major issues investigated• Literature & Documents• Methodology• Findings• Conclusions & Implications

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Review of literature

• Brain Gain/Drain/circulation• Internationalization and higher education• Case studies and comparative studies in

internationalization (Canada, China, South America and Europe)

• Research methodology • Chinese immigrants in Canadian society• Theories and researches on identity and

identity development

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Methodology

• Qualitative: Documentary review, individual interviews, focus group discussion & follow-up questions

• Participants descriptions --Those who have been brought up in

China and received Master’s and/or Ph. D. degree(s) in Canada or studied as a visiting scholar in a Canadian university.

--Those who are currently working in Canadian universities, governments, and business

• Open-ended questions• Limitations

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Findings

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• Major reasons to remain in Canada

• Major values acquired & kept

• Major impacts on personal and professional development (Major benefits of the international experiences)

• Major contribution to both societies

• Identity development

Major reasons to remain in Canada

• Personal reasons -- area of interests -- personal development -- family reasons• Institutional reasons -- the educational and research system• Social/ cultural reasons

-- the democratic atmosphere & multicultural society

• Professional Concerns -- A fulfilling professional experience

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Major values acquired & kept

Chinese• Work ethic/

responsibilities• Family values• Rich culture• Traditional merits• Group interest & self-

sacrifice

Canadian• Civil society• Multiculturalism• Respect for individual

rights• Rule of law• Freedom of speech• Equality/ equity

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Major impacts on personal and professional development• Personal -- The development of a broader vision

and an improved worldview -- Beneficial values acquired from

another society, -- More awareness of the importance of

critical thinking, more consciousness of change, involvement and participation

• Professional --Professionalism and research ethics -- Enhanced research philosophy and

methodologies

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Major contributions to the host and home societies

• Host country: -- direct and obvious, technology and social -- help in the construction of the

multicultural society• Home country: -- economically -- academically -- socially• Both: -- promotion of international exchange,

economically, academically and culturally

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Identity development

• Emotional connections • Economic and social ties• Identity within social contexts• Chinese Canadian/ Canadian Chinese• A new identity • International/ Global citizen

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Conclusions

• Internationalization has a profound role in developing global citizens

• Higher education policies should change diagram vs. pragmatic

• Full dimension involvement• The issue of brain gain and brain drain• Major contribution on social changes• Principle vs. engagement• Technology vs. personal experience

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Implications

• Policy on internationalization in higher education

• Policy on international relationship

• Policy at the national level to support internalization

• Policy development and international cooperation

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Future research

• Comparative research on internationalization on higher education

• Larger scale research on Chinese Canadian

• Returnees and remainees

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Questions

Thank you!

Your questions and comments

are most welcome! Contact information: Dongyan.Blachford@uregina.ca 29