Thought Leadership
December 18, 2024
Not finding what you’re looking for?
For anybody who ever wondered how a mixture of domestic politics and geopolitical tensions could negatively impact international education, the last year or so in Canada provides a pretty vivid case study.
2024 started with an announcement of limits, via caps, for international students coming into Canada, mid-cycle. This was followed by a complete cessation of visa processing while provinces and institutions scrambled to figure out how to implement the new and immediately effective policy. Then there was the flare up of the diplomatic mess we find ourselves in with India, and to round out the year, more changes to post-study work rights and visa processing streams. Any one of these points would have been enough to create a rocky recruitment year, but the rolling announcements and blow after blow for the sector has firmly signalled to students that Canada’s door is not as wide open and welcoming as it once was.
As I ponder all that 2024 was, a couple of things strike me – as an Australian who worked in that country’s higher ed sector for many years before moving to Canada. It’s notable that nearly all the major destinations are suffering under some variation of the same story right now. While international students face varying degrees of criticism across countries, two issues dominate media coverage: the rising cost of living and the lack of affordable housing. These concerns have become particularly prominent during recent and upcoming elections in affected countries. The populist backlash against international students and resulting crackdowns have become an unfortunate fixture on the global landscape. That, to a degree, means Canada is at no greater disadvantage than other higher ed destination countries. The other thing I have learned over the last decade plus in international education is that everything is cyclical. The circumstances we find ourselves navigating right now are unprecedented – no argument there – but our sector has weathered other major events. And we can again, by focusing on getting the basics right, and using the time to question how (and why) we do the things we do.
My own experience has taught me that even when it’s tempting for international education advocates to succumb to feelings of doom and gloom, we should instead focus on how to turn this crisis into an opportunity. The reality is that around the world, universities and many political leaders see enormous benefits to attracting international students. Those range from bringing diverse talent - and tuition revenues - to campuses, to building a well-educated workforce with foreign graduates whose talents meet the host nation’s economic needs. Despite the ups and downs of public policy and political pressures, there’s a lot still within the control of university leaders and other champions of international education. Here are the key components of a winning approach:
Be intentional in program creation. This means paying close attention to the changing needs of international students, and their prospective employers, and adjusting program offerings accordingly. This may be program structure, content, field of study, or delivery method. It isn’t about making programs just to serve an international audience. Universities need to develop a portfolio of options that actually addresses what this student market is looking for and what employers say they need, applied and transferrable learning in the pursuit of career success.
For some time, we have seen growing interest in graduate-level international qualifications, particularly in Australia and the UK, and now Canada. Post-pandemic economic pressures have shifted many students from four-year undergraduate programs to graduate studies, where they enter with a little more life experience, and some greater funding at their disposal.
At the same time, a significant proportion of graduate students are seeking a practical, applied, course-work based degree that will help them to get a job – either in Canada for a time, or back in their home countries. These students are applying in the hundreds or thousands to research degrees due to the lack of equivalent course-based programs. Coursework-based Masters, taught-Masters, or Professional Masters all have one thing in common: they are scalable and they address the needs of the employers of today and tomorrow. It’s a case where working with industry partners dovetails with what students are seeking – return on investment. The path to new program development in Canada may be long, but if we don’t start today, we’ll still be in this same position years from now.
Create access points with a global audience in mind. Pathway programs have been a very effective bridge for international students into Western universities through targeted academic and language support. Unfortunately, these are sometimes denigrated as a way to bring in students who are substandard. In fact, universities should recognize them as valuable tools for expanding global access and opportunity and embrace the need to build these programs.
The first thing that’s needed is a change in mindset - thinking globally as an institution when designing programs is an effective way to drive diversity, equity, and access. Next, in practical terms, offering students the chance to start in January and May, not just in September, aligns with a range of academic calendars in different hemispheres and draws in new populations. Adapting admissions requirements to match various national curricula from different sending countries removes artificial barriers - like penalizing strong international candidates who lack specific courses not offered in their home countries, or those who complete secondary school in 11 rather than 12 years. A globally focused pathway program will open university access up to brand new undergraduate audiences, without lowering academic standards. It is the single best way that we can grow our undergraduate student cohorts while fortifying institutional reputation.
Put student experience at the core. Despite recent challenges, Canada’s value proposition for international students remains very attractive, notably through its three-year post-graduate work permit program that isn’t tied to a specific field of study. But to really make the case for studying in Canada, universities need to double down on the student experience, from campus welcome to local community integration.
Generalities about the advantages of coming to Canada should give way specific, compelling reasons why an institution uniquely serves their goals. Today’s international students are savvy decision-makers who carefully evaluate their options, so it’s vital to put them at the center of everything. Students will still move about the globe seeking the betterment of their lives. We need to make it clear what is special about our institutions and our close geographical locations (think city or town over province!) to help students decide if our offering is the best match for them. It is not the time for universities to retreat, but to move forward strategically, putting student needs at the center while clearly articulating their distinctive strengths. Decisions made now will impact enrollment patterns for years to come.
My final takeaway: None of the difficulties international higher ed faces in Canada – and in other parts of the world – are new, and they can be overcome. In a world where there are recurring challenges and changes in the geopolitical landscape, Canada absolutely has the potential to regain its place as a leading destination. So much is within our control, from ensuring genuine pathways are in place, to making entrance requirements clear, to taking good care of international students once they are on campus. We have every reason to stay optimistic about expanding opportunity if we do what is needed to stay the course.
