The document discusses internationalization in Canadian higher education and the experiences of Chinese-Canadians who remained in Canada. It outlines challenges international students face in transitioning out of university, like lack of work experience and language skills. It also describes programs at UBC, like Work Learn and Transition Out, which aim to help international students prepare for future careers. Finally, it shares findings from research on Chinese-Canadians who stayed in Canada, including reasons for remaining, impacts on identity development, and contributions to both Chinese and Canadian societies.

1. Transition Out & Internationalization: Practice, Challenges and Diversified Voices Charles Shi Dongyan Blachford University of British Columbia University of Regina

2. 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

3. 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

4. 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

5. 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….”

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. Internationalization in Canadian Education and the Impact of Chinese –Canadians Who Remained in Canada

16. 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

17. Research on Chinese Canadian Professors Background of the Study Major issues investigated Literature & Documents Methodology Findings Conclusions & Implications

18. 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

19. Methodology Qualitative: Documentary review, individual interviews, focus group discussion & follow-up questions Participants descriptions -- Those w ho 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

20. Findings 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

21. 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

22. 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

23. 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

24. 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

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

26. Conclusions Internationalization has a profound role in developing global citizens Higher education policies should change diagram vs. pragmatic Full dimension involvement The i ssue of brain gain and brain drain Major contribution on social changes Principle vs. engagement Technology vs. personal experience

27. Implications Policy on internationalization in higher education Policy on international relationship Policy at the national level to support internalization Policy development and international cooperation

28. Future research Comparative research on internationalization on higher education Larger scale research on Chinese Canadian Returnees and remainees

29. Questions Thank you! Your questions and comments are most welcome! Contact information: Dongyan.Blachford@uregina.ca