Policy Convergence, Disconnect, and Silence: A Case Study on the Framings and Impacts of Internationalization on the Experiences of International MPA Students in Canada
Date
2024-09-27
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0009-0001-9027-8502
Type
Thesis
Degree Level
Doctoral
Abstract
Background: I am a white settler who grew up in rural Saskatchewan. Since 2009, I have been employed at the University of Saskatchewan (USask) in a student support position with the Johnson Shoyama Graduate School of Public Policy.
Problem of Practice: The framing of internationalization has come under scrutiny as it relates to international student recruitment, and several scholars are calling for a reframing towards a more ethical form of internationalization that is not dominated by a strategic or competitive discourse. Further, recent research indicates that contrary to what federal and provincial internationalization strategies suggest, international students are not transitioning seamlessly into desired employment in Canada upon degree completion, and there is a gap in supports to assist this transition. To address this gap, there is a need for additional research to allow institutions to better understand the experiences of international students and to implement change and support where needed to assist in this transition.
Purpose: This study provides a voice for international Master of Public Administration (MPA) students on their experiences in Canada. The research is interpretive and examines how narratives within policy documents are presented in addition to examining how the framing impacts international MPA students during their study and upon degree completion. The research is also exploratory as it provides practical recommendations for how post-secondary institutions can support graduate students, both during their program and upon degree completion, including the transition into employment in their field of study. The overarching question that guides the research is how are the framings of internationalization within the Canadian, Saskatchewan, and USask internationalization strategies impacting the experiences of international MPA graduate student during and upon degree completion?
Methods: The Problem of Practice took a policy evaluation approach using a qualitative case study methodology with the methods of document analysis, semi-structured interviews, and researcher memos.
Findings: There are three overarching findings from the document analysis of the internationalization strategies – policy convergence: strategic framing; policy disconnect: student to labourer to resident; and policy silence: lack of anti-oppressive themes and Indigenous Peoples. The findings from the interviews include a logic model that outlines the experiences of international MPA students in Canada, highlighting the importance of the Executive Internship program for employment transition, the need for a wide range of programing and supports to assist the diverse group of students entering the program, and the importance of providing education on Indigenous Peoples in Canada. The findings from the strategies were then compared to the interviews, which resulted in several implications.
Practice Implications of Inquiry: Implications to theory include the use of social cartographies to expand the logic model framework to pay attention to the unintended outcomes of internationalization. Implications to educational leadership include utilizing guiding question in strategy development that takes into consideration the goals of international students and the voices and history of Indigenous Peoples in Canada. Implications to practice include incorporating recommendations from international students and utilizing theories of change to identify questions to consider within MPA programming and supports. Implications for research draw attention to the policy silence around Anti-Oppressive themes and Indigenous Peoples in Canada.
Description
Keywords
internationalization, framing, international student success, international education policy, graduate student employability, social cartography, student supports, policy evaluation, logic model
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Administration
Program
Educational/Leadership