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Getting to Know Laurier’s International Students

Originally published October 2024 | Research Note contributed by Peter Donahue, Associate Director, International Student Support

The international students in our classes come with unique prior knowledge and skillsets, as well as life experiences. The challenge for instructors is to bring this diversity into course design and classroom activities, in order to better support international students as well as contribute to intercultural learning on the part of all students (Berdahl 2023). Key considerations include supporting international students who may have varying background knowledge or academic skills; may not be familiar with Laurier’s style of course participation and engagement; may not have learned the same lessons about academic integrity; and may have variable English skills (Mcgregor et al., 2022). Understanding better the background and challenges of Laurier’s international student cohort can help faculty ensure a rewarding educational experience for everyone, as well as build opportunities for internationalizing the classroom and curriculum (Ibrahim 2024).

Research Insights

The Broader Context: National and Provincial Discussions about International Students

Canada’s reputation for high-quality education, a safe environment, and pathways to work and immigration post-graduation have attracted a significant influx of international students. Between 2013 and 2023, the number of international students in Canada more than tripled to approximately 1,040,985, with the majority enrolled in colleges and universities (CBIE Infographic). The rise in international student numbers has coincided with a plateau in the domestic student population (Statistics Canada) and decreases in public funding (Statistics Canada). As a consequence, post-secondary institutions have become increasingly dependent on the higher tuition rates paid by international students to sustain their operations (Academica).

However, the rapid increase in international student enrollment has led to both national- and provincial-level discussions about the broader impacts of these students on the higher education system and the communities in which these students reside, i.e., housing affordability, local job markets, and social integration (Academica).

In response, in the Spring of 2024, the Federal government introduced a temporary cap on the intake of international students as part of broader measures to manage immigration and mitigate pressures on critical infrastructure like housing and healthcare. For September 2024, a two-year cap on undergraduate international student visas began to be enforced, limiting the number of study permits issued to 437,000 students (a 10% reduction from 2024 levels). In 2025, the cap will begin to apply to graduate students (Government of Canada). Although it is too early in the Fall 2024 term to confirm the reduction in undergraduate enrolments in Canada, Gabriel Miller, President of Universities Canada, predicted a 45% decrease at Canadian universities (Previl 2024).

Changes in Laurier’s International Student Cohort

At Laurier, as of November 1, 2023, there were 1397 international students from 108 countries studying in academic programs, 249 graduates and 1148 undergraduates (Registrar’s Report Nov 1, 2023). The largest originating countries for Laurier’s International students are China, India, United Arab Emirates, Nigeria, Pakistan, Kenya and Vietnam.

This table summarizes International student enrolment at Laurier
Originating Country Total Undergraduates Graduates
China 346 282 64
India 286 199 87
United Arab Emirates 74 73 1
Nigeria 60 49 4
Pakistan 41 32 9
Kenya 38 34 4
Vietnam 34 31 3

 

 In recent years, Laurier has been experiencing changes in the originating countries of its international students. In 2013, international students from China accounted for 62% of Laurier’s total international student population, but by 2023 the percentage had fallen to 25%. Meanwhile, international students from India have increased from 3% in 2013 to 20% in 2023. The diversity of originating countries over that same time period (2013-2023) has also increased, from 83 to 108 countries (Registrar’s Report Nov. 1, 2013 – Nov. 1, 2023).

At Laurier, there has been a continued interest among its international students, at the graduate and undergraduate levels, for programs in the business and STEM (science, technology, engineering, and mathematics) fields. In 2023, 76% of Laurier’s International Students studied in these fields. Recently, however, Laurier has experienced a significant change in the choices of its international students within these fields. In 2013, 509 international students studied at the graduate and undergraduate levels in business programs, while 155 studied in STEM programs (Registrar’s Report Nov. 1, 2013). By 2023, STEM-focused international students out-numbered business-focused international students 567 to 498 (Registrar’s Report Nov. 1, 2023).

Moreover, between 2013 and 2023 at Laurier, the number of international graduate students increased significantly from 94 to 249 (Registrar’s Report: Nov. 2013 and Nov. 1, 2023). Most significant has been recent growth between 2022 and 2023, when international graduate student numbers grew from 159 to 249 (Registrar’s Report: Nov. 2022 and Nov. 1, 2023). This growth is attributed to the newly developed course-based, professional master’s programs in the Faculty of Science. 

Understanding the Challenges Facing International Students in Our Classrooms

The experiences of Laurier’s International students in 2024 reflect broader changes in global education, technology, immigration policies, and cultural awareness. In many ways, international students are better prepared for Laurier’s learning culture than in the past, and they are better supported through their Laurier journey. However, they still face challenges, which may impact their participation and engagement in course activities and assessments. These include:

Cultural Adjustment to Laurier’s Learning Environment

International students often face significant challenges related to cultural adjustment and integration, particularly when they come from educational traditions emphasizing rote learning and structured environments. These students may struggle with classroom activities, as Canadian universities often encourage interactive discussions and critical thinking, which contrasts with more formal or passive learning styles (Mori 2000).

Indeed, students from educational backgrounds where passive learning is predominant may find it difficult to engage in Canadian classroom discussions, where the expectation to share opinions and ask questions can be intimidating for students unfamiliar with this style. For this reason, Sheridan College’s review of international students’ lived experiences emphasizes the importance of providing international students with academic support, including training on the expectations of Canadian classroom environments and opportunities for peer mentoring (Sheridan College).

Cultural Integration

Social integration can also be a hurdle. Students often report feeling isolated due to differences in communication styles, social customs, and cultural norms. A report from University Affairs highlighted the mental health toll associated with this isolation, noting that international students frequently experience loneliness and anxiety as they struggle to build social networks (University Affairs). 

Language Proficiency 

Moreover, international students studying in Canada face evolving challenges with their English abilities, but the nature of these challenges has shifted over time. While improvements in global English education and better access to language support services in Canada have helped some students, other factors—such as rising academic demands and increased diversity in students’ language backgrounds—have introduced new challenges.  

A recent study of international students attending Ontario Colleges found that “even if an international student has a high level of English proficiency, the reality of engaging with a new academic language and structure, jargon, and idioms can be disorientating.” (McGregor et al. 2022).           

Academic Integrity 

International students continue to face significant challenges related to understanding and adhering to academic integrity in post-secondary institutions. Despite Laurier’s efforts to provide resources and guidance, many students, especially those from different educational backgrounds, struggle to fully grasp the concept of academic integrity, which may differ greatly from practices in their home countries. 

A major issue is the variation in understanding what constitutes ‘academic dishonesty’, such as plagiarism, collaboration on assignments, and the re-use of previous work. Research shows that some international students believe it is acceptable to re-use their own work or collaborate with peers on tasks, which can lead to unintentional breaches of academic integrity policies (BioMedCentral). 

Furthermore, linguistic and cultural differences exacerbate the problem. For instance, students who are not fully proficient in English may rely on translation tools or other external aids like ChaptGPT or Grammarly, which rely on generative AI, and can result in violations like improper paraphrasing. In addition, the pressure to succeed academically, often intensified by financial or familial expectations, may push some students to engage in dishonest practices if they feel ill-prepared (BioMedCentral).

The complexity of these issues indicates that more comprehensive, culturally sensitive solutions are needed to fully support international students in adhering to academic integrity standards in Canada.

Laurier Supports for International Students

Laurier’s International Student Support team provide personalized support, including immigration advising, orientation programs, academic assistance, and opportunities for cultural exchange, ensuring a smooth transition and successful journey from arrival to graduation. 

Find information for students about Laurier International.

 

Sources Cited

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