Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools

Abstract

This study investigates the learning and practical experience of Chinese international students in Canadian graduate schools to increase their engagement and enhance their experience. Specifically, this research explores the challenges and needs faced by Chinese international graduate students engaging in Canada. Qualitative data were collected in the form of student and staff member interviews and educational policies from an urban university in Canada. Generally, the participants have varied understanding of student engagement from their experiences and cultural backgrounds. The determining factors that influence Chinese international graduate students’ engagement in Canadian institutions include cultural differences, language barriers and identities, student motivation, sense of belonging and community inclusivity, the expectations of parents, instructors, and peers, personality, interests, financial burdens and employment barriers, and gender-based differences. To better engage in and out of the classroom, Chinese international graduate students need the support of their academic and social engagement and the supporting resources. They need the support from the following areas: academic and professional development, language and cultural awareness, critical awareness and engagement, the environment based on equity, diversity, and inclusivity, sense of belonging, student voice and leadership, financial resources, health life including mental health, safety and wellness, and time management. Implications from this study suggest deconstructing the Western dominant ways of the understanding of student engagement. These findings provide some practical suggestions for Chinese international graduate students to better engage in Canadian graduate institutions and for staff to better support Chinese graduate international students. They also suggest some directions for future research.