University Transition of International Students in Canada: A Qualitative Case Study
Abstract
Transitioning to a university abroad is often fraught with significant challenges for non-English-speaking background international (NESBI) students, especially in their first year. These challenges stem from linguistic, academic, and cultural barriers that exacerbate their integration into a new country, language, and educational system. Despite a dramatic rise in the number of international students on Canadian campuses—from 122,665 in 2000 to 807,750 in 2024, a 558.50% increase—the unique needs of these students remain under-researched. This study addresses this gap of paucity of research by examining the experiences of NESBI students transitioning from a Canadian Intensive English Program (IEP) to a Canadian university, marking one of the first research studies of its kind in this context. Employing a qualitative case study methodology, the research explores the efficacy of the IEP in facilitating this transition, using semi-structured interviews and document analysis. Underpinning the study is the newly developed Theoretical Transition Framework (TTF), which combines Schlossberg’s Transition Theory, Tinto’s Retention Theory, and Schreiner’s Thriving Construct. This integrative model provides a comprehensive approach to understanding the transition process. The research findings—from NESBI students, IEP instructors, and the program director— revealed several key themes, including experiences with initial adjustment, language proficiency, academic preparedness, and support systems. While the IEP enhances language skills and cultural adjustment, additional measures are needed to address specific academic and cultural challenges, gaps remain in preparing students for specific academic demands, cultural competency and mental health support. This study concludes that a holistic approach is paramount to supporting NESBI students, incorporating mentorship, counselling, peer networks, and inclusive teaching practices. Culturally sensitive mental health resources and targeted academic support are also eminent. Recommendations include enhanced pre-arrival orientation, ongoing faculty training in cultural competency, and increased collaboration between academic and support services. By implementing these strategies, Canadian higher education stakeholders can better support NESBI students, ultimately improving their academic success, integration, and retention.