International Student Motivations and Experiences in Small to Mid-Sized Universities in Remote Canada: A Scoping Review
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| Title: | International Student Motivations and Experiences in Small to Mid-Sized Universities in Remote Canada: A Scoping Review |
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| Language: | English |
| Authors: | Xuechen Yuan (ORCID |
| Source: | Journal of International Students. 2025 15(9):179-204. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Foreign Students, College Students, Student Motivation, Student Experience, Small Colleges, Rural Colleges, Immigration, Educational Policy, Educational Change, School Holding Power, Acculturation, Adjustment (to Environment), Student Personnel Services, Faculty Development, Curriculum Development, Partnerships in Education |
| Geographic Terms: | Canada |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | Canada is undergoing significant changes in its immigration policies to reduce the number of study permits and educational pathways for immigration; thus, understanding the realities of small- to mid-sized universities in remote regions potentially affected by this shift is imperative. However, international student motivations and experiences in these contexts remain underexplored in the literature. This scoping review investigates 21 English-language studies conducted in Canadian universities with student enrollment under 20,000, which examine international students' push-pull dynamics, lived experiences, and postgraduate retention. Key pull factors include postgraduate immigration pathways, English and cultural immersion, perceptions of safety and affordability, and inclusive school admission; meanwhile, academic pressure, parental expectations, and career-related concerns are major push factors. For lived experiences, recurring themes emerged, encompassing areas such as cultural adjustment, social attachment, language learning, institutional support, and systemic challenges--all of which shape decisions to remain or relocate after graduation. A mismatch between expectations and reality is identified in terms of the cultural responsiveness of school services and access to community resources. Overall, the findings highlight the need for a more proactive and sustainable institutional internationalization strategy to support student services, critical internationalization training for staff/faculty, inclusive curriculum development, incentives for staff commitment, and partnerships with local stakeholders. These calls resonate with Canada's evolving immigration policies for remote universities to better attract, support, and retain international students amid global turmoil. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484204 |
| Database: | ERIC |
| Abstract: | Canada is undergoing significant changes in its immigration policies to reduce the number of study permits and educational pathways for immigration; thus, understanding the realities of small- to mid-sized universities in remote regions potentially affected by this shift is imperative. However, international student motivations and experiences in these contexts remain underexplored in the literature. This scoping review investigates 21 English-language studies conducted in Canadian universities with student enrollment under 20,000, which examine international students' push-pull dynamics, lived experiences, and postgraduate retention. Key pull factors include postgraduate immigration pathways, English and cultural immersion, perceptions of safety and affordability, and inclusive school admission; meanwhile, academic pressure, parental expectations, and career-related concerns are major push factors. For lived experiences, recurring themes emerged, encompassing areas such as cultural adjustment, social attachment, language learning, institutional support, and systemic challenges--all of which shape decisions to remain or relocate after graduation. A mismatch between expectations and reality is identified in terms of the cultural responsiveness of school services and access to community resources. Overall, the findings highlight the need for a more proactive and sustainable institutional internationalization strategy to support student services, critical internationalization training for staff/faculty, inclusive curriculum development, incentives for staff commitment, and partnerships with local stakeholders. These calls resonate with Canada's evolving immigration policies for remote universities to better attract, support, and retain international students amid global turmoil. |
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| ISSN: | 2162-3104 2166-3750 |
