Committed to international recruitment?

The ARUCC executive was recently approached to provide comment on internationalization initiatives at the national level to the Advisory Committee on International Students and Immigration (ACISI), a committee created by Citizenship and Immigration Canada in 1995. ARUCC maintains non-governmental membership in ACISI as a means to represent the postsecondary registrarial interests. As a result, ARUCC maintains a vital link to efforts focused on improving international mobility and partnerships.www.cic.gc.ca/english/study/institutions/partnerships.asp

The latest round of consultations focused on identifying best practices for the following thematic areas: promotion and recruitment, Assistance to International Students prior to Study Permit Application/Entry into Canada, Initiatives after Arrival (Including Renewals of Study Permits and Work Permits), Options after Graduation including Links to Permanent Immigration, Collaborative Approaches to International Education Activities.

The feedback provide by ARUCC was informed by select consultations with ARUCC institutions active in the international market. Because of the tight timelines of the consultation process, it wasn’t possible to engage in broader consultation; however, the ARUCC executive would welcome feedback if there are any additional comments.

ARUCC comments on internationalization initiatives at the national level to the Advisory Committee on International Students and Immigration (ACISI), a committee created by Citizenship and Immigration Canada in 1995.

Recruitment and promotion:
Summary extract from ACISI document:
“Effective promotion and recruitment activities can bring significant benefits to Canadian educational institutions, provinces, and Canada by increasing the number and quality of international students that enter the country.
When designing promotion and recruitment activities, there are a number of considerations that need to be taken into account including costs; possible partnerships in Canada and abroad; the hiring and design of contracts for educational agents overseas; planning/scheduling of P&R activities; access to relevant data and information on source markets; and outcomes in terms of international students successfully entering Canada as a result of the above P&R activities.”

Sample responses from ARUCC members:
Examples of current successes?
Agreements and promotion with high schools in Canada; international alumni spreading the word; post graduation work permit program allowing students to stay in Canada after graduation and get work experience; provincial branding strategies; niche branding strategies
An example of provincial branding: Quebec Universities have been working together to develop an original brand for studying in Quebec. Quebec institutions have recently participated in numerous education fairs, organized especially for Quebec schools in different cities in France that have been very successful. There was a plan to do the same in Brazil for May 2009. Quebec institutions have also been a part of the effort by the Canadian Embassy in Tunisia to recruit student for the last 6 years. These efforts have resulted in an increase in the number of foreign students from these markets proving the success of such focused efforts.
Current gaps?
Without a real national promotional brand, we will continue to experience poor results despite obvious success by individual institutions. In short, to compete effectively, we need to recognize that our counterparts in other countries maintain a significant, coordinated presence. Related to this was a need for a coordinated, sustained effort to follow up with international alumni. Obviously, the value of foreign currency has been a difficult thing to predict and a major deterrent in individual institutional budget decision making, particularly when coping with uncertain funding and economic woes.
Suggestions for improvements?
Continue working with CIC to improve visa processing procedures and developing a more sustainable and broader international face to international mobility. It was noted that the model with the Canadian Embassy in Tunisia was considered beneficial as it relates to effective student visa processing.

Assistance to International Students prior to Study Permit Application/Entry into Canada
Summary extract from ACISI document:
“Federal and provincial ministries, educational institutions, educational associations, and other partners all provide a variety of services and products to assist international students prior to them submitting an application for a study permit to enter Canada.
Activities include, for example: the development and delivery of information products and events (for students and institutions); assistance with completion of applications (either by an institution, an association, and/or agents); pre-screening of students; pre-assessment of credentials; orientation sessions prior to departure to Canada, etc.”

Sample responses from ARUCC members:
Current examples of best practices?

  • Delivery of information on the university and the curriculum to students before their arrival to inform them on the various services offered by the university and the courses’ objectives.

  • Welcoming and transportation of international students from the airport to the university.

  • Admission requests online to facilitate the requests from outside Canada.

  • Selection of students based on their academic record: request for admission.

  • Foundation courses to upgrade newcomers.

  • Information access on the university, the curriculum and various services on the Internet.

Gaps?

  • Clarification of information to avoid any gap between perception and reality of life in Quebec and the information available online.

  • Clarification of information and explanation of Quebec education system.

  • Visa and study permits processing time too long.

  • Lack of information and support for study permit and visa requests in the Canadian visa offices (CVO).

  • Direct access to and availability of CVOs staff and/or Canadian consulates to answer requesters directly instead of referring them to some documents or websites.

  • Delays in processing visas continue to be emphasized as a challenge.

Other possible initiatives?

  • Ensure there is enough staff abroad to process student authorizations and consistent application of guidelines and procedures.

  • Organization of an information session in the different CVOs and announcement of the date and place on the CVO or consulates’ websites (information on Canada, the education system and the Canadian reality). These sessions are already offered in Europe, but we need to offer them in other countries.

  • Making a list of the documents to submit with immigration requests to the CVO or consulate.

  • Explanation of various modes of payments of the requests processing fees in the CVO and/or consulates.

  • Access to a service other than the diplomatic bag to submit the requests.

  • Toll free number to contact an agent of CIC or of MICC from outside the country in order to answer all additional inquiries.

Initiatives to Consider after Arrival
Summary extract from ACISI document:
“Federal and provincial ministries, educational institutions, educational associations, and other partners all provide a variety of services and products to assist international students after their arrival in Canada.
Activities include, for example: support services for international students at educational institutions; the development and delivery of information products related to the student’s stay in Canada and other relevant information (e.g. ability to work); orientation sessions for students (before departure and/or after arrival) on relevant to their stay in Canada; information and/or support in submitting immigration applications after arrival (e.g., study permit renewals, work permit applications); linkages to employer community to facilitate employment in Canada, etc.”

Select ARUCC member responses:
Gaps?

  • Student authorization processing delays leading to late arrivals

  • Increasing the food relief programs while making students aware of their obligation.

  • Make information available at the MICC and the university level on the equivalences of degrees obtained outside Canada.

  • Development of an appreciation policy of the experiences outside Canada.

  • Implementation of additional means concerning the government policy on retention of internal students.

  • Clarification and explanation of the recognition of degrees and experiences outside Canada.

  • Difficulty to gain access to the financial credit programs.

  • Few aid agencies for self-employed people.

  • Mobility support to travel across Canada (as a means to further enhance the Canadian experience of international students)

Additional initiatives to consider?

  • Mandatory orientation program even for late comers

  • Fourth year preparation program- job searching, Post grad work permit info, immigration application assistance, networking opportunities, economic situation and jobs needed in which provinces etc.

  • Grant for a school-work program outside the campus.

  • Creation of work opportunities corresponding to the level of studies.

  • Implementation of academic programs for students who arrive late because of their temporary visas: proposition of a transitional session.

  • Development of a borrowing policy specific to international students.

  • Development of a policy facilitating the recognition of degrees obtained outside Canada.

Options after Graduating?
Summary extract from ACISI document:
“Federal and provincial ministries have introduced a number of changes to both facilitate the ability for select international students to work after graduation, as well as to allow for students to immigrate permanently to Canada if they choose to do so.
In order to support the objectives of attracting and retaining high level international students in Canada, federal and provincial ministries, educational institutions, associations and other partners already undertake a number of activities including the development and distribution of information products related to options after graduation (e.g. ability to work, channels for federal and provincial immigration); use of information as part of P&R activities; linkages to the employer community to facilitate employment in Canada, etc.”

Select responses from ARUCC members:
Gaps?

  • Students need a valid study permit to apply for post grad work permit – some don’t have a study permit valid for long enough

  • Processing times of study permit renewals takes so long

  • Few employment access programs for immigrants.

  • Employment discrimination.

  • Difficulty to find rewarding jobs for their level of studies.

  • Expanding the federal focus on coordinate efforts related to supporting the option of staying.

Initiatives to consider?

  • Proposition of a professional future to immigrants researchers.

  • Not enough programs to help international students who are at the end of their studies find a job.

  • Organization of information sessions on the job market and career counselling.

  • Organization of information sessions on Quebec work market reality.

  • Encouraging employers to hire immigrant workers.

  • Organization of a job fair with employers interested to hire immigrant workers.

Collaborative approaches to international education activities
Summary extract from ACISI document:
“Federal and provincial ministries, educational institutions, educational associations, and other partners all work together to various degrees with the objective of improving the overall success of our international education activities to recruit, attract, and retain international students in Canada.
While a certain degree of competition in international recruitment is positive, given the costs and complexity of recruiting international students, there are a number of benefits to be gained by all partners from working collaboratively on areas of common interest.
It is also important to note that there are a number of examples (both nationally and internationally) of successful partnerships in the area of international education that have resulted in increases in numbers and quality of international students (e.g. Canada Brand, Edu-Nova, Australian and UK Brands and collaborative approaches to P&R and recruitment of students).”

Select responses from ARUCC members:
Gaps?
Lack of a sustained national campaign as well as related funding

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