scholarly journals The Impact of Changes to the CEC Program on International Students

2021 ◽  
Author(s):  
None GOVision
Keyword(s):  
International Students ◽  
Work Experience ◽  
Growth And Development ◽  
Language Skills ◽  
Post Secondary ◽  
Canadian Experience ◽  
Permanent Residency ◽  
One Year ◽  
The Impact

Acknowledgements This study, produced on behalf of Global Orient Vision, would not have been possible without the support and guidance of Harald Bauder, Howard Lin, and Hannah Kovacs from Ryerson University, Robert Vineberg, and all those who have offered us a helping hand. Introduction Canada has long been known for its openness and diversity. Throughout history, immigration has been a key part of Canada’s growth and development. Globalization has enabled Canada to attract the best and brightest in an effort to diversify and improve the workforce and society as a whole. This trend precipitated the introduction of the “Canadian Experience Class” (CEC) in 2008. The CEC allows applicants with sufficient language skills, a Canadian post-secondary degree, and one year of Canadian work experience to access a relatively straightforward route to permanent residency (Citizenship and Immigration Canada, 2008).

scholarly journals The Impact of Changes to the CEC Program on International Students

2021 ◽  
Author(s):  
None GOVision
Keyword(s):  
International Students ◽  
Work Experience ◽  
Growth And Development ◽  
Language Skills ◽  
Post Secondary ◽  
Canadian Experience ◽  
Permanent Residency ◽  
One Year ◽  
The Impact

Acknowledgements This study, produced on behalf of Global Orient Vision, would not have been possible without the support and guidance of Harald Bauder, Howard Lin, and Hannah Kovacs from Ryerson University, Robert Vineberg, and all those who have offered us a helping hand. Introduction Canada has long been known for its openness and diversity. Throughout history, immigration has been a key part of Canada’s growth and development. Globalization has enabled Canada to attract the best and brightest in an effort to diversify and improve the workforce and society as a whole. This trend precipitated the introduction of the “Canadian Experience Class” (CEC) in 2008. The CEC allows applicants with sufficient language skills, a Canadian post-secondary degree, and one year of Canadian work experience to access a relatively straightforward route to permanent residency (Citizenship and Immigration Canada, 2008).

Organizational Conditions Affecting Withdrawal Intentions and Decisions as Moderated by Work Experience

1980 ◽  
Vol 46 (3_suppl) ◽  
pp. 1223-1231 ◽  
Author(s):  
James M. La Rocco ◽  
Allan P. Jones
Keyword(s):  
Work Experience ◽  
Active Duty ◽  
New Members ◽  
Organizational Conditions ◽  
Situational Characteristics ◽  
Initial Expectation ◽  
Withdrawal Decision ◽  
One Year ◽  
The Impact ◽  
The Relationship

Numerous studies of withdrawal from work organizations have considered demographic and other personal history characteristics of leavers. Relatively few of these studies have incorporated dynamic situational characteristics in their designs. In the present effort, the relationship between perceived characteristics of the work environment and stated intentions to reenlist were examined for two groups of first-term Navy enlistees: 198 with less than one year of active duty and less than six months of sea duty, and 516 personnel with more than one year of active duty and more than six months of sea time. It was hypothesized that: (a) the relationship between organizational conditions and intent to reenlist would be weaker for new members than for experienced men, (b) that new personnel would be most likely to change their intentions over time, and (c) that new personnel would quickly assimilate the beliefs, values, and perspectives of their more experienced co-workers. Hypothesis 1 was not supported although the pattern of relationships was in the predicted direction. Hypotheses 2 and 3 were supported. The authors discuss the need for research which emphasizes the impact of initial expectation and organizational socialization on the withdrawal decision process.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

“We Begin 300 Metres Behind the Starting Line”

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Sara Hosseini-Nezhad ◽  
Saba Safdar ◽  
Lan Anh Nguyen Luu
Keyword(s):  
International Students ◽  
Well Being ◽  
Psychosocial Adaptation ◽  
Structured Interviews ◽  
One Year ◽  
Iranian Students ◽  
Almost All ◽  
The Impact ◽  
Longitudinal Qualitative Research ◽  
Over Time

This longitudinal qualitative research aimed to investigate the psychosocial adaptation trajectory of Iranian international students in Hungary and the challenges they encountered. Semi-structured interviews were conducted at seven-month to one-year intervals with 20 Iranian students; inductive content analysis was utilized to analyze the interview transcripts. Three topics were identified: (1) visa and banking challenges, (2) the impact of the currency crisis in Iran on mental health, and (3) positive and negative changes in psychological well-being over time. The results revealed that almost all students’ well-being improved over time, despite facing challenges related to visas, banking, and Iran’s recent economic crisis (specifically, the drastic plunge of the Iranian currency).

scholarly journals Effect of Work Attitude and Total Productive Maintenance on the Overall Equipment Effectiveness and Production Continuity

2017 ◽  
Vol 7 (3) ◽  
pp. 423
Author(s):  
Puadi Haming ◽  
Mahfud Nurnajamuddin ◽  
Hamzah Hafied ◽  
Serlin Serang
Keyword(s):  
Work Experience ◽  
Partial Least Square ◽  
Least Square ◽  
Total Productive Maintenance ◽  
Work Attitude ◽  
Average Value ◽  
Mediating Role ◽  
Endogenous Variables ◽  
One Year ◽  
The Impact

<div><p><em>This study aims to examine and analyze the impact of work attitude, Total Productive Maintenance (TPM) on the Overall Equipment Effectiveness (OEE) and production continuity and the other effect of Work Attitude and Total Productive Maintenance (TPM) on production continuity: The mediating role of Overall Equipment Effectiveness (OEE). The research was conducted at PT. Semen Tonasa i.e. units II to V unit which is the largest cement producer in eastern Indonesia. Withdrawal of respondents did with the criteria that only respondents yang having their respective sectors and who have work experience of at least one year were used as samples. Results of analysis Partial Least Square (PLS) Version 2.0.M3 used in analyzing the contribution of exogenous variables on endogenous variables directly, Sobel Test was used for pushing analyze the contribution of the indirect effect (mediation) whereas importance- performance analysis (IPA) to analogous interpret the relationship loading factor value and the average value. The results of this study provide evidence of work attitude has a positive and significant effect on the overall equipment effectiveness (OEE), total productive maintenance (TPM) has a positive and  significant effect on overall equipment effectiveness (OEE), work attitude, total productive maintenance (TPM) and overall equipment effectiveness (OEE) positive and significant impact on production continuity.</em></p></div>

scholarly journals FUTURE SKILL DEVELOPMENT IN UNDERGRADUATE STUDENTS THROUGH WORK IN STEM OUTREACH

2021 ◽  
Author(s):  
Lisa Romkey ◽  
Tracy Ross ◽  
Daniel Munro
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
Skill Development ◽  
Science And Engineering ◽  
Post Secondary ◽  
Youth Program ◽  
Global Pandemic ◽  
Instructor Experience ◽  
Undergraduate Science ◽  
The Impact

This paper represents the experience and self-reported skill development of undergraduate Science and Engineering outreach instructors, who were working primarily online during the global pandemic in 2020. This work is part of a larger multi-year project designed to articulate the learning and employability skills gained by a pan-Canadian group of undergraduates, by way of theirtraining and work experience as youth program Instructors delivering STEM outreach activities for youth. The development of these skills was measured using a post-program survey, in which undergraduate instructors were asked a number of questions about their skill development. Instructors noted development most significantly in (1) teamwork and collaboration; (2) adaptability and flexibility: (3) communication, (4) leadership, (5) innovation and creativity, and (6)initiative. A significant theme noted was the learning that took place from the sudden shift to teaching remotely and working through a pandemic. Although the focus of STEM Outreach research & evaluation is often on the impact of the program on its participants, this work demonstrates the value of the instructor experience, and how this work can leverage other post-secondary initiatives designed to prepare undergraduates for their careers.

scholarly journals Service needs and gaps for international students transitioning to permanent residency in a "two-step" immigration process : a Toronto-based study

2021 ◽  
Author(s):  
Erin Roach Roach ◽  
Harald Bauder
Keyword(s):  
International Students ◽  
International Student ◽  
Service Needs ◽  
Policy Reforms ◽  
Front Line ◽  
Canadian Experience ◽  
Immigration Process ◽  
Front Line Workers ◽  
Permanent Residency ◽  
Canada Data

Despite the increase in efforts to attract and retain international students in Canada, including the introduction of the Canadian Experience Class in 2008, there has been little investigation into what supports will assist international students as they transition from students to workers to migrants. This research paper is a Toronto-based investigation of the service needs and gaps that exist for international students aiming to transition to permanent residency in Canada. Data gathered from interviews with front-line workers assisting international students, an immigrant-serving organization, and government suggests that immigration policy reforms aiming to attract and retain international students have not been accompanied by the necessary changes to traditional settlement and international student services resulting in service gaps for this segment of Canada's international student population. The present study also connects these findings to neoliberal immigration policies and practices in place in Canada since the 1990s.

scholarly journals Investigating the Impact of English for Specific Purposes (ESP) Curriculum on Moroccan Graduates’ Career

2019 ◽  
Vol 1 (1) ◽  
pp. 64-71
Author(s):  
Riham Belkbir
Keyword(s):  
Curriculum Design ◽  
Work Experience ◽  
English For Specific Purposes ◽  
Work Place ◽  
Design Work ◽  
Policy Makers ◽  
Contemporary World ◽  
English Speaking ◽  
One Year ◽  
The Impact

Knowledge of a foreign language opens new possibilities of mobility and cooperation for professionals in the contemporary world. Policy makers acknowledge the important role that foreign languages, especially English, play in the professional development of experts and try to present this language at tertiary level. Generally, an ESP course is designed to improve students’ communication skills not merely for the exam, but also for situations in a specific workplace. This paper investigates the impact that English for Specific Purposes (ESP) curriculum has on Moroccan graduates in the career experience. It also explores whether the ESP courses are more expedient in the workplace than traditional English courses, and how ESP curriculum should be reshaped to adapt the needs of the job market. The data are collected through online interviews from 6 participants whose majors were English and who graduated from Moroccan universities and all the participants have at least one year of work experience in English-speaking countries. The results of this research indicate that universities ESP curriculum design, work place, and teachers’ specific field knowledge do have notable influence on participants in the work environment. They show that the current ESP in use fails to capture the learners’ needs and skills in the workplace communication. The study divulges that there is a huge discrepancy of the perceptions of the students’ needs between the ESP teachers and employers in both academic and occupational situations.  Furthermore, the study’s findings recommended that Moroccan universities should re-design or develop their ESP curriculum to allow their students meet the future job requirements as well as supplementing extra materials through teachers’ continual needs analysis.

scholarly journals Land and Discover! A Case Study Investigating the Cultural Context of Plagiarism

2005 ◽  
Vol 2 (3) ◽  
pp. 74-95
Author(s):  
N. Handa ◽  
◽  
C. Power ◽  
Keyword(s):  
International Students ◽  
Academic Integrity ◽  
Cultural Context ◽  
Language Skills ◽  
Clear Understanding ◽  
Postgraduate Students ◽  
University Culture ◽  
Undergraduate Experience ◽  
Skills Orientation ◽  
The Impact

Despite a growing body of evidence, the common causal factors of plagiarism among international students are still widely seen to be poor language skills or a lack of academic integrity on the part of the students. This research uses the experiences of a particular cohort of students to explore these assumptions. It investigates and compares the notion of academic integrity and the understanding of plagiarism of both Indian postgraduate students who are currently studying in Australia and students currently studying at Indian universities. Postgraduate international students from India have studied in English at an undergraduate level in India and have a clear understanding of academic integrity in their own context. However their undergraduate experience occurs in a culturally different context to that of the Australian university system and they face the challenge of learning new academic conventions. This paper argues that students coming from different educational cultures require proper and explicit induction into the principles and philosophy behind many western academic conventions as different conventions of scholarship in the Australian education system can create unique difficulties for them. To accuse international students in general of a lack of integrity because they plagiarise or to blame only their lack of language skills for plagiarising seems to be arguable. Rather, the impact of transition from a different university culture without explicit academic skills orientation and instruction needs to be addressed. The paper also points towards the paradox of punishment in western universities where international students have to prove their integrity and innocence regarding the ethical principles of a new and foreign culture.

What happens to international students’ English after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17 ◽  
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case. This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants. It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

Sign in / Sign up

Export Citation Format

Share Document