Barriers to employment for international students in Canada

International recruitment is a high priority at most post-secondary institutions as a mechanism to generate revenue and create diversity on campus. As a result the number of international students choosing to obtain higher education in Canada is steadily increasing. In the 2004-2005 academic year, 72, 500 international students attended Canadian universities. According to the Canadian Bureau for International Education (CBIE) approximately 30, 000 international students graduate from post secondary institutions every year Consequently the number of international students seeking employment in Canada is also increasing. Research shows that 72% of international students intend to stay in North America after graduation. Glaser, 1978, Parr, Bradley & Bingi, 1992</ref>. However, there are several potential obstacles for international students hoping to secure employment in Canada; barriers defined as linguistic, cultural and systemic. This has created an increased demand for post secondary career and employment services to address the unique needs of international students who complete a university degree in Canadian institutions.
Language barriers
For international students who wish to stay in Canada upon graduation securing employment is a significant concern. International students regard employment issues as their next concern after immigration. Obtaining fulltime employment for any job seeker requires planning, however, international students need to be especially strategic in their job search as they face a number of barriers to employment.
The first is English or French language fluency. A number of international students have not achieved fluency in conversational English or French despite completing post secondary education in English or French speaking institutions. Many international students develop a functional level of competency in English or French but struggle with grammar and cultural nuances such as the use of slang, euphemisms, and idioms. This is especially evident in disciplines such as engineering where students often have strong technical knowledge but difficulty with basic communication. For those seeking employment in Canada this presents a barrier to employment as Canadian employers value communication skills. The Conference Board of Canada lists communication and interpersonal skills as essential to the Canadian worker. The Conference Board of Canada publishes a list of essential workplace competencies which stresses communication and interpersonal skills.
Lack of knowledge of workplace culture and expectations is yet another barrier. In many cultures greater emphasis is placed on academic knowledge than on work experience, and many international students arrive in Canada with only a limited understanding of how to succeed in the workplace. Spencer-Rogers (2000) found that for many international students job searching and obtaining work experience is a high priority. Basic job search skills are unfamiliar to international students and must be learned. Post secondary institutions and career service staff have recognized this issue and are creating programming to better meet the needs of international students.
Cultural barriers
Many international students experience intense cultural conflict when they begin their job search in Canada due to lack of knowledge of Canadian workplace culture. Successful job seekers are confident and demonstrate good interpersonal communication skills. Eastern cultures value humility and modesty, as a result many students have difficulty expressing themselves in a positive manner. North American culture is based in individualism, a Western value which creates conflict for those of Eastern culture who value collectivism.
Creating programs that incorporate a sense of community and opportunities for participants to learn from each other in a supportive environment are crucial. International students require opportunities to develop self-confidence through programs that include hands on activities and practical application. Yang, Wong, Hwang & Heppner (2002) stress the importance of developing “proactive services such as workshops and structured group interventions”. Educators must also have an understanding of cross cultural issues in order to better meet the needs of international students.
Merriam, Caffarella and Baumgartner (2007) acknowledge the importance for adult educators to consider the learners perspective and cultural background when creating programs. Adult educators working with international students need to be aware of cultural issues such as language barriers, values, traditions and level of acculturation and be willing to adapt programming and teaching to match the needs of these learners. Literature supports the importance of building supportive relationships, incorporating cultural sharing activities, respect for cultural values and opportunities to learn about Canadian customs and traditions If possible educators may wish to collaborate with other departments on campus such as international student centres to ensure understanding and cultural sensitivity.
Systemic barriers
Another barrier traditionally impacting international students was red tape. A survey of international students from May 2005 - January 2007 showed that less than 14,000 students obtained work permits. However, the regulatory restrictions are slowly being reduced. In 2008, the Canadian government introduced a Post-Graduation Work Permit Program (PGWPP). The PGWPP allows students who have graduated from most Canadian post-secondary institutions to stay and work in Canada upon graduation. The permits are open work permits. There is no requirement for a job offer prior to applying, nor is there a restriction on the type of work that can be performed.
Employers create an unintentional barrier to employment in Canada for international students as many are unfamiliar with the work permit process and reluctant to make a job offer as the process seems complicated. Employers appear to be unclear regarding work permits and unaware of the procedure regarding hiring international students. CBIE in a recent survey found many employers do not know that they are now allowed to hire international students and graduates. The Government of Canada needs to do a better job of educating employers about the process of recruiting international students so they can see the long term results both for their company and the Canadian economy. International students have the potential to play a vital role in Canada’s economy, and in the global marketplace, the sooner employers realize this, the better.
Additional citations
Merriam, S., B., Caffarella, R., S., & Baumgartner, L., M. (2007) Learning in Adulthood A Comprehensive Guide (3rd edition) San Francisco: Jossey-Bass
Spencer-Rodgers, J., & Cortijo, A. (1998). An assessment of the career development needs of international students. Journal of College Student Development, 39(5), 509-513. Retrieved November 6, 2007, from ERIC database.

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