Understanding International Education in British Columbia A Report from the FPSE Education Policy Committee Prepared by Christina Neigel with support from the Education Policy Committee International Education – A Report from the FPSE Education Policy Committee Spring 2019 Executive Summary To address growing concerns about the impact of international education on post-secondary institutions where FPSE members are located, this report draws on data collected from the Ministry of Advanced Education and FPSE locals. Contextualizing international education in British Columbia, this document explores the intersection between federal and provincial immigration policies and growing postsecondary institutional rhetoric around international education. This report touches on a range of complex issues, including recruitment of international students, pathway agreements, and the BC government tuition policy. Mapping these elements to recommendations, this report offers FPSE a thoughtful way forward in addressing the impact of international education on its members and postsecondary education more broadly. 2 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Contents Executive Summary ...................................................................................................................................... 2 Purpose of this Report ................................................................................................................................. 4 Scope of this Report ................................................................................................................................. 4 Immigration Gateway: Education & International Students ...................................................................... 4 Immigration Policy & Work Permits ........................................................................................................ 5 Education as Product.................................................................................................................................... 6 Sources of Revenue .................................................................................................................................. 6 Spending ................................................................................................................................................... 7 Educational Agents (Recruiters) .............................................................................................................. 8 Analysis ......................................................................................................................................................... 9 Data........................................................................................................................................................... 9 Limitations ................................................................................................................................................ 9 Findings ..................................................................................................................................................... 9 International Student Enrolments ....................................................................................................... 9 Student Citizenship ............................................................................................................................ 10 Programs of Study .................................................................................................................................. 11 Tuition ................................................................................................................................................. 12 Results From FPSE Questionnaire .......................................................................................................... 12 Structure of Questionnaire ................................................................................................................ 12 Governance: Policies and Decision-Making Relating to International Students ............................. 12 Student Supports ................................................................................................................................ 13 Completion Rates ............................................................................................................................... 13 Language Assessment ........................................................................................................................ 14 Pathway Agreements ......................................................................................................................... 14 Conclusion .................................................................................................................................................. 14 Recommendations ..................................................................................................................................... 16 References .................................................................................................................................................. 19 Appendix A: Survey Instrument ................................................................................................................. 21 Appendix B: Ministry Reports .................................................................................................................... 24 3 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Purpose of this Report The 2018 AGM of the Federation of Post-Secondary Educators highlighted the organization’s growing concern on the impact of internationalization on higher education in British Columbia. Multiple subcommittees of the Federation have identified concerns on the instructional and administrative impact of non-domestic students in the system.1 A major difficulty in untangling the relationship between internationalization and its impact on students and workers is the lack of publicly available information. Discussion among members of the Education Policy Committee (EPC) reveals a lack of understanding about our own institutional practices. It is generally understood that FPSE members are experiencing a range of problems associated with changing student populations and internal policies but there is little, readily available, data. The committee has endeavored to address this gap by collecting information relating to internationalization within its membership. Scope of this Report The Education Policy Committee is particularly interested in the ways institutional and governmental policy have influenced the evolution of internationalization in British Columbia. Although the experiences of students and faculty is critical in examining internationalization’s impact, this report is focused on institutional practices and policy. This project specifically synthesizes findings from a questionnaire completed by EPC representatives and offers a broader, contextual discussion of the issues relating to internationalization in an effort to support the work of other FPSE committees. The report also offers a series of recommendations that may assist FPSE in ongoing efforts to expose the underlying systems that influence post-secondary education in British Columbia and address their impact on labour. Immigration Gateway: Education & International Students2 The significance of international education is not, necessarily, a “hot topic” for British Columbians but, as Richard Yelland, head of the Education Management and Infrastructure Division in the OECD Directorate for Education, points out, “if higher education were an industry, it would be one of the world’s biggest and most dynamic.”3 Yelland describes how students attending schools outside of their home country between 1985 and 2008 tripled while largely benefiting English speaking providers. In 2017, there were 494,525 International Students (IS) in Canada at all levels of study. The bulk of these students come from China (28%), followed by India (25%) and 150,000 students study in British Columbia.4 Although international education is broadly believed to meet the demands of the globalization of business and trade, bolstering demands for skilled labour,5 recent practices have also 1 FPSE. (2018). Mobilizing Our Power: Together for an Equitable Future. https://fpse.ca/sites/default/files/imceuploads/FPSE%20AGM%20Handbook%20Web%20Version.pdf 2 For an interesting summary of Internationalization in Canada, listen to CBC Ira Basen’s documentary: Foreign Exchange Sunday Edition (Oct 11, 2017) https://www.cbc.ca/player/play/2697845102 3 Yelland, R. (2011). The globalization of higher education. OECD Observer. http://oecdobserver.org/news/fullstory.php/aid/3731/The_globalisation_of_higher_education.html, para 1. 4 Canada. (2017). Immigration, Refugees and Citizenship Canada. https://www.canada.ca/en/immigrationrefugees-citizenship.html 5 Scott, C., Safdar, S., Trilokekar, R. D., & El Masri, A. (2015). International students as 'ideal immigrants' in Canada: A disconnect between policy makers' assumptions and the voices of international students. Comparative and International Education, 43(3), 1-16. 4 International Education – A Report from the FPSE Education Policy Committee Spring 2019 fueled critiques relating to academic capitalism6. In some cases, research suggests that international students subsidize higher education in provider countries,7 creating a complicated system of global interdependence. These practices warrant closer examination because they may actually reinforce rather than unseat racism and discrimination. Indeed, Sharon Stein and Vanessa Andreotti argue: the desire and ability for Western countries and institutions of higher education to recruit international students is framed within the same dominant global imaginary as the racism those students often experience once they arrive: both are rooted in Western supremacy.8 This highlights growing ethical concerns for educators. Not only do FPSE members face material challenges working with students who have a range of (dis)abilities, backgrounds, and interests, they bear some responsibility in acknowledging their role in reinforcing/resisting the hegemony of the West. We must remind ourselves that the educational systems that we work within reflect a particular worldview that diminishes/ignores other knowledge systems, including those that are embodied in international students. This not only contributes to a range of practical and pedagogical concerns, it leads to problematic assumptions about international student capabilities. Further work by FPSE to address concerns around international education will help to ensure that BC post-secondary institutions resist practices that essentialize international students, use them for their money, perpetuate racism and miss opportunities for authentic intercultural sharing. Immigration Policy & Work Permits The Canadian government is consciously expanding its recruitment of international students through a nationally focused immigration strategy.9 As part of this strategy, the Express Entry program was established in 2015 that is described as, “a new application management system for certain economic immigration programs including the Federal Skilled Worker Program, Federal Skilled Trades Program, Canadian Experience Class and a portion of the Provincial Nominee program.”10 Essentially, this “express” entry system enables some prospective immigrants to fast-track their applications for immigration status and work permits. This is of particular significance because it impacts provincial policies including the Provincial Nominee Program which enables applicants to leverage specific Canadian educational credentials to improve their chances of living and working in Canada. This operates in concert with the Post-Graduation Work Permit (PGWP), introduced in 2003, which currently offers graduates an opportunity to stay and work in Canada for up to three years. PGWP is valid for the same length of time as 18-24 month programs or 3 years for programs that are 24 or more months in duration. As an open work permit, applicants are not 6 Eg. Cantwell, B., & Kauppinen, I. (Eds.) (2014). Academic Capitalism in the Age of Globalization. New York: John Hopkins University Press. 7 Machin, S., & Murphy, R. (2017). Paying out and crowding out? The globalization of higher education. Journal of Economic Geography, 17, 1075-1110. doi: 10.1093/jeg/lbx006 8 Stein, S., & Andreotti, V. O. (2015). Cash, competition, or charity: international students and the global imaginary. Higher Education, 72, p. 226, 225-239. doi: 10.1007/s10734-015-9949-8 9 Government of Canada. (2018). Immigration, Refugees and Citizenship Canada Departmental Plan 2018–2019. https://www.canada.ca/en/immigration-refugees-citizenship/corporate/publications-manuals/departmental-plan2018-2019/departmental-plan.html#sec02 10 Government of Canada. (2018). Express Entry Reports. https://open.canada.ca/data/en/dataset/5d2253ed-26ef4e84-9675-3d4f794bee1a 5 International Education – A Report from the FPSE Education Policy Committee Spring 2019 required to be tied to one employer and they do not need a job to apply. A recent and important development has been the loosening of requirements in what constitutes a “graduate,” to ensure eligibility of international students attending Canadian post-secondary institutions in undergraduate certificate and diploma programs. Governed by the Provincial Immigration Programs Act, the Provincial Nominee Program enables nominees to apply for permanent residence to Immigration, Refugees and Citizenship Canada (IRCC) using the Provincial Nominee Class for residency in a specific province. Each province sets its own criteria in this process, giving them the flexibility of endorsing applicants who meet specific provincial interests. Working together, these federal and provincial policies have a huge impact on the decisions made by many international students attending BC post-secondary schools. Using education as a vehicle for attracting new immigrants, these policies enable underfunded post-secondary institutions to market their programs to prospective immigrants. While Canada’s earlier approaches to global education in the post-war era may be critiqued for perpetuating Western hegemonic ideologies, its focus was primarily on “humane internationalism” and, in later stages, global citizenship.11 Today’s national and provincial policies fundamentally shift the focus of internationalization, specifically international student recruitment, to transforming post-secondary institutions (and their programs) into marketable products to international “customers”. Education as Product While notions of financial constraint and accountability are generally understood to be necessary conditions for governments to practice responsible governance, these seemingly “rational” assumptions encourage privatization, decentralization and a shift in the role of the state. There is an ongoing movement in post-secondary education to adopt commercial goals, blurring the divide between the academy and industry.12 This has informed the ways in which provincial governments, like British Columbia, respond to changes in national policies and funding through federal transfers. A by-product of the marketization of higher education is a shift in institutional resource allocation. Not only do post-secondary organizations have to ensure that they have the resources to manage the particular needs of international students but, as part of an increasingly competitive marketplace, they must protect their revenue streams through advertising, relationship development, and recruitment. Sources of Revenue The allure of international student income is powerful. Global Affairs Canada reported that in 2016 British Columbia had 145,691 international students (second only to Ontario), spending $3.7 billion dollars while they studied in Canada.13 The Liberals continue to support an internationalization strategy built on the Conservatives platform that proclaimed, “Attracting more international students and 11 Mundy, K., Manion, C., Masemann, V., & Haggerty, M. (2007). “History of Global Education in Canada.” In Charting Global Education in Canada’s Elementary Schools (pp. 17-30). Toronto: OISEUT. https://www.oise.utoronto.ca/cidec/UserFiles/File/Research/UNICEF_Study/UNICEF_chap3.pdf 12 Fisher, D., Rubenson, K., Jones, G., & Shanahan, T. (2009). The political economy of postsecondary education: a comparison of British Columbia, Ontario and Québec. Higher Education, 57(5), 549-566. doi:10.1007/s10734-008-9160-2 13 Global Affairs Canada. (2017). Economic impact of international education in Canada – 2017 update. https://www.international.gc.ca/education/report-rapport/impact-2017/index.aspx?lang=eng 6 International Education – A Report from the FPSE Education Policy Committee Spring 2019 researchers to Canada and supporting Canadian students abroad will foster innovation and create jobs and opportunities in every region of the country”.14 Carefully aligning with federal objectives, the 2014/15-2015/16 British Columbia Ministry of Advanced Education Service Plan articulated its commitment to “develop a highly internationalized education system”.15 Since then, the provincial government has committed to simply, “Work closely with post-secondary institutions to develop a balanced approach to international education.”16 Perhaps a “balanced approach” alludes to the rapid growth in international student enrolments. Regardless, more than a decade and a half of reductions in provincial operating grants has pushed postsecondary institutions into being “creative” when making up for the gap between expenses and sources of income. Although British Columbia post-secondary students increasingly shoulder the cost of their education through their tuition fees,17 the BC Tuition Limit Policy constrains domestic tuition increases. However, international student tuition and fees are not protected in any way. The difficulty, when attempting to understand the dynamics of international education, is the lack of detailed system-wide data, including the specific revenue generated from international student tuition/fees. This information is not required when reporting to the Ministry of Advanced Education.18 Obscuring this particular revenue stream enables government to “turn a blind eye” on institutional practices that may otherwise highlight issues that may not sit well with the public.19 Working from IS headcounts and IS tuition/fees, it may be possible to deduce revenues from BC institutions to provide a general idea of IS revenues. Spending What BC post-secondary institutions spend on international education is perhaps even more unclear. Most institutions do not provide detailed breakdowns of spending specific to international education. If made explicit in budget plans, it is often not contextualized, making a cross-sector analysis challenging. For example, Langara College’s 2018 budget plan discloses expenses for new positions in international education, “increased $763,000 for international agent fees,” and “Increased $72,000 for International Education recruitment travel.20 It is very difficult to understand what the overall picture for these areas 14 Foreign Affairs, Trade and Development Canada. (June, 2014). Harper Government Launches Comprehensive International Education Strategy. Retrieved from: http://www.international.gc.ca/media/comm/newscommuniques/2014/01/15a.aspx?lang=eng 15 Ministry of Advanced Education. (2014). 2014/15 – 2016/17 Service Plan. http://bcbudget.gov.bc.ca/2014/sp/pdf/ministry/aved.pdf). p. 15. 16 Ministry of Advanced Education. (2018). 2018/19 - 2020/21 Service Plan. https://www.bcbudget.gov.bc.ca/2018/sp/pdf/ministry/aest.pdf. p. 12. 17 Ivanova, I. (2012). Paid in full update: Who pays for university education in BC? Canadian Centre for Policy Alternatives. https://www.policyalternatives.ca/sites/default/files/uploads/publications/BC%20Office/2012/01/CCPA_Paid_in_F ull_2012_web.pdf 18 Private Communication. Nov. 7, 2018. 19 The BC Federation of Students Provides and excellent report International Students in British Columbia (August 2018). http://www.wearebcstudents.ca/wp-content/uploads/2018/04/bcfs_booklet-FINAL.pdf 20 Langara College. (2018). Proposed 2019 Budget. https://langara.ca/departments/financial-services/pdfs/2019operating-and-capital-budget.pdf 7 International Education – A Report from the FPSE Education Policy Committee Spring 2019 of spending looks like. Financial statements do not include breakdowns of international education so, relying on this documentation is unhelpful. Educational Agents (Recruiters) Often referred to as “recruiters,” educational agents help prospective students learn about and enrol in education programs in other countries. As the role of internationalization has shifted, student recruitment shifted from a cooperative partnership model to a competitive one. Largely unregulated, recruiters can work for receiving institutions as contractors or employees but they can also work as “free agents.” Unless paid as institutional employees, third-party agents are generally paid by commission and, sometimes, they may even be paid by the students themselves.21 However, there is little published research that investigates the relationships between students and recruitment agents.22 A lack of agent regulatory oversight creates space for misrepresentation to students and their families. Director of the Center for International Higher Education at Boston College, Peter Altech describes student motivations: Many of today’s potential students have little knowledge about higher education prospects and may want to study abroad because they cannot find access at home. Moreover, they feel that somehow an overseas qualification will boost their job prospects or serve as a prelude to migration abroad.23 Lack of recruitment oversight, combined with a growing competitiveness for students who are motivated to acquire a Western education in the hopes of a better life, become vulnerable to misinformation. Altech argues, “agents are salespeople … and they can use any required methods. They do not present alternatives or provide objective guidance to the potential applicants.”24 Misinformation and a misalignment of student interests with their international post-secondary educational experience can generate significant effects for both students and their receiving institutions. This includes an impact on employee workloads and classroom experiences for all students – domestic and international. 21 Altbech, P. (2011). Agents and third-party recruiters in international higher education. International Higher Education, 62, p. 11-14. 22 Robinson-Pant, A., & Magyar, A. (2018). The Recruitment Agent in Internationalized Higher Education Commercial Broker and Cultural Mediator. Journal of Studies in International Education, 22(3), p. 225. 23 Altbech. (2011). p. 12. 24 Altbech. (2011). p. 13. 8 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Analysis Data Information was collected using two sources: 1. An internal FPSE questionnaire. Members of the Education Policy Committee were tasked with finding answers to questions developed by the committee the previous year. Finalized in May of 2018, respondents have been working in various capacities to complete the questionnaire. 2. Datasheets provided by the Ministry of Advanced Education. Although the Ministry does not collect detailed data about international students, particularly data relating to their educational outcomes, experience, and revenues, the Ministry does track numbers of students, their origins, program clusters, and other, basic, information. The statistics provided from the Ministry are specific to publicly funded post-secondary institutions and does not capture private institutions, including private pathway (i.e. English as an additional language) institutions. The dates covered are from 2012/13 to 2016/17. Reports for 2017/18 have not been calculated at the time of this report. Limitations This report does not address employee or student experiences at a micro-level. The EPC recognizes that in the absence of basic information, it is premature to investigate the experiences of individuals without first having some basic idea of what policies and processes are in play at our respective institutions. Aligning with EPC’s purpose, this approach will assist in identifying structural problems constructed through the absence or implementation of formal (and informal) institutional policies. Data provided by the Ministry of Advanced Education does not reflect 2017 and 2018/19, a time which has shown continued and unprecedented growth in international student numbers at many FPSE locals. It can be assumed, then, that the situation for most locals has become even more complicated. Furthermore, most respondents to our survey had a tremendously difficult time answering many of the questions in this survey. This, too, tells an important story about the ways in which our institutions share information. In some cases, members have had to initiate time-consuming FOI requests. Findings International Student Enrolments In 2012/13 the total number of international students enroled in BC public post-secondary institutions was 36,835. This grew by over 40% by 2016/17 to 61,895. Although there was a dramatic increase in the number of international student enrolments between 2012/13 and 2016/17, there was also a shift in where these growing numbers of students were attending school. In 2012/13, 55% of international students were attending research intensive universities (UNBC, SFU, UVIC, UBC Vancouver and UBC Okanagan) but by 2016/17 this number had dropped to 47%. Not only have non-research-intensive institutions absorbed this shift in enrolments, they have also contributed to overall growth. In 2016/17, FPSE institutions enroled 49% of all international students. Figure 1 below shows the total proportion of international students to domestic students for each BC public post-secondary institution in 2016/17. 9 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Institution Langara College Douglas College Camosun College Okanagan College Selkirk College College Of New Caledonia Vancouver Community College Northern Lights College College Of The Rockies North Island College Coast Mountain College Community Colleges Total British Columbia Institute Of Technology Justice Institute Of British Columbia Nicola Valley Institute Of Technology Institutes Total University Of British Columbia Vancouver Simon Fraser University University Of Victoria University Of British Columbia Okanagan University Of Northern British Columbia Research Intensive Totals Thompson Rivers University Kwantlen Polytechnic University Vancouver Island University University Of The Fraser Valley Capilano University Royal Roads University Emily Carr University Of Art And Design Teaching Intensive Universities Total Figure 1: Proportion of total IS enrolments in BC post-secondary institutions. 2016/17 26% 13% 10% 7% 9% 11% 6% 16% 4% 5% 1% 11% 9% 3% * 7% 24% 22% 17% 14% 10% 21% 14% 16% 14% 10% 14% 14% 14% 14% All institutions have experienced growth. For Langara College, changes in enrolment have been dramatic, moving from 9% to 26% international student enrolments within five years. Although no others are as dramatic as Langara College, schools like Northern Lights College, College of New Caledonia, and Kwantlen Polytechnic University, show substantial increases (14%, 7% and 7% respectively). Student Citizenship According to the Ministry of Advanced Education, students from China continue to dominate international student populations in British Columbia, with a continued growth of 32% between 2012/13 10 International Education – A Report from the FPSE Education Policy Committee Spring 2019 to 2016/17. Interestingly, growth from India was 79% for the same period. Although absolute numbers for students from Brazil and Vietnam are much smaller, they both highlight substantial growth at 69%. Colleges, institutes and teaching-Intensive universities calculations include students who have paid an international fee for at least one course in the period measured, whereas research-intensive universities define international students as those who have obtained a visa of some kind (student visa, work permit, diplomatic visa, or minister's permit). This points to the varied and somewhat ambiguous way international student statistics are collected. Citizenship 2012/13 2013/14 2014/15 2015/16 2016/17 China 13,995 15,805 18,285 19,660 20,665 India 2,540 3,110 4,775 7,500 12,590 United States 2,325 2,330 2,430 2,485 2,650 Japan 1,635 1,815 2,045 2,180 2,375 South Korea 2,035 1,945 2,045 2,150 2,225 Brazil 495 750 955 1,195 1,630 Viet Nam 360 420 515 650 1,160 Saudi Arabia 1,500 1,645 1,745 1,310 1,015 Figure 2: International Students by Citizenship. See Appendix B Table 5 for an expanded list Programs of Study There is no provincial obligation to report completion rates for international students. Only general information relating to program study is collected by the province. Students are organized according to “Program Cluster” based on Statistics Canada’s Classification of Instructional Programs (CIP). Of these clusters, the majority of international student enrolments are concentrated in Arts and Sciences (27%), Business and Management (14%), Engineering and Applied Sciences (11%), Human and Social Services (10%), and Trades (10%). Interestingly, there has been a significant shift within these clusters since 2012/13 with a greater diversification in several areas (refer to Table 4 in Appendix B). For example, Arts and Science and Business and Management enrolments have decreased (37% to 27% and 27% to 14%, respectively), while there has been a growth in Human and Social Services and Trades (2% to 10% and 2% to 10%). While growth can be attributed to expanding efforts to recruit international students across the sector, the reasons for student choices remains unclear. Informally, some PSI international education departments have disclosed that many students have been selecting programs based on expediency and fit with express entry immigration requirements. This may, in part, explain changes in the types of credentials international students are seeking. Since 2012/13 there has been a 26% increase in the overall number of enrolments to bachelor degrees but there has been an overall decline in proportion to other credential types, shifting from 40% to 35%. Graduate programs have had proportional decrease as well, decreasing from 15% to 11%. Credentials, requiring a shorter enrollment, like certificates, associate degrees, and diplomas have increased in significantly, accounting for 29% of total enrolments (excluding developmental programs) in 2016/17 from 19% five years earlier. Without data from the students themselves, these figures strongly suggest that postsecondary education is used as an immigration pathway. This presents a pedagogical issue for those supporting and teaching these students and may assist in explaining their readiness, engagement and success. 11 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Tuition International tuition can vary widely within some institutions. For example, some smaller BC Colleges charge different fees according to courses and/or programs. To gain a sense of fee distribution, the Ministry of Advanced Education provides a table for annual fees for Arts Programs (see Appendix B Table 6). Northern Lights College reports the lowest tuition fees at 8,852 per year (based on 5 courses per semester) and Capilano University the highest (among FPSE institutions) at 17,490 per year. Results From FPSE Questionnaire Structure of Questionnaire The Education Policy Committee dedicated much of 2017/18 crafting this questionnaire. The committee concentrated on developing questions that would assist in understanding the governance and decisionmaking contexts around International Education. Discussions were often prompted by sharing stories that highlighted concerns around employee workloads, IS (un)success, and a pervasive sense of a lack of consultation in matters relating to IS. Because policy has a large hand in shaping practice, this committee focused on collecting basic information for understanding the institutional policies that drive observed conditions. All members of the EPC (19) were issued a copy of the questionnaire in May 2018. Two locals had to make Freedom of Information requests to their employers for information relating to the questionnaire. No information has been forthcoming from these requests at the time of this report. Nine other locals were able to respond, in varying capacities to the questionnaire. Eight other locals did not submit completed questionnaires. Many committee members described their frustrations in trying to locate information. Response success was largely dependent on the (un)cooperative nature of institutional staff, availability of reports and plans, and time needed to conduct deeper investigations to locate answers. These experiences suggest that the post-secondary institutions’ information sharing capacities on international education is limited. Governance: Policies and Decision-Making Relating to International Students International education is driven by federal and provincial policies but it is not explicitly mentioned within the BC University or College and Institutes Acts, leaving it up to post-secondary institutions to respond to such policies in ways that suit their specific interests. However, these acts do allow space for the minister to request reports that are considered “necessary to carry out the minister's responsibilities25“. An analyst from the Ministry of Advanced Education indicated, in a personal communication, that they do not require detailed reporting on international students, including revenues and student outcomes. The EPC survey reveals that post-secondary institutions make the majority of their decisions about international education outside of consultative governance structures. This is evident in faculty’s general lack of understanding in how international students find their way into their classrooms. Survey results indicate that international education departments and programs are administered by some kind of international department (often named “International Education”) which is most often led by an excluded director who reports to an Associate Vice President or a Vice President. With the exception of Langara, these departments are staffed almost entirely by non-faculty. None of the EPC 25 University Act. [RSBC 1996] CHAPTER 468. http://www.bclaws.ca/civix/document/id/consol25/consol25/00_96468_01#section49 12 International Education – A Report from the FPSE Education Policy Committee Spring 2019 member institutions formally incorporate international education planning in senate or education councils. Local 11, Coast Mountain College, did indicate that there was greater faculty participation in that the “VP report[s] at every EdCo meeting on International (recruitment, new agreements, agreements in progress), encouraging discussion at Cluster level on agreements, and advisory committee to Education Council on International Education.” This approach suggests some form of collegial decision-making but the dynamics of the “advising” capacity are unknown. Local 14, Langara College, indicates that despite consultations with faculty, “too often our recommendations are ignored.” Respondents from two of the new universities indicate that decisions fall outside of senate. There are no examples of institutions that have developed official strategic enrolment strategies for international education. Some institutions are discussing such strategies but it does not appear that any of the surveyed institutions have constructed transparent and planned practices for managing enrolments in international education. Student Supports EPC members were asked to investigate the level of support that is made available to International Students and it appears that most institutions offer international students general introductory orientations that range from one day to multi-day activities. In fact, there is a wide range in how institutions support students. Local 2, Thompson Rivers University, offers an expansive orientation that is described as “very” expensive for students. Others like Local 7, UFV, do not charge an additional fee for their orientation. In terms of ongoing supports, some institutions like Local 2, Local 7, and Local 14, offer international students assistance in enrolling for courses through their international education departments or, even, through academic advisors. There is a profound variety in how post-secondary institutions support IS in areas like mentorship, academic success, and/or safety programs. Local 6, the College of the Rockies, offers a full suite of supports while others, like Local 16, Camosun College, administer more isolated programs through their international education department. Housing is a serious issue in many regions of the province and the added demand for housing for international students could potentially displace domestic student need. Many institutions do not offer campus housing. Some institutions refer students to homestay programs or point them to craigslist, local motels, or Facebook community groups. Local 12, Camosun, describes housing for international students as a “big issue”. This is a serious policy issue that has widespread implications, including impacting housing markets. In a 2018 Vancouver Sun article, Urban Studies professor, Qiyan Wu, suggests that “housing prices go up and other residents are pushed out due to differences in ‘lifestyle expectations and available services’”26 Completion Rates The EPC was interested in understanding how successful international students are, once they enter programs in BC post-secondary programs. Respondents were asked: 13(b) “Completion rate” is the total number of students graduating from a specific program (this could be a diploma, certificate, bachelor’s degree, etc.). What are the completion rates for international students? Provide figures for the last 5 years, if possible. 26 Todd, D. (February 15, 2018). In rental crisis, B.C. Liberals have no plan for housing foreign students. Vancouver Sun. https://vancouversun.com/news/local-news/in-rental-crisis-b-c-has-no-plan-for-housing-foreign-studentscritics 13 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Local 14 (Langara College) was the only local that was able to provide any information regarding completion rates. In 2016/17 Langara had an international student headcount of 5,985 and awarded credentials to 547 IS students, a 60% increase from the previous year. The bulk of this growth was in diplomas, post-degree certificates, and post-degree diplomas. Other respondents found there was no information available around completion rates. The data suggests that decisions and activities around recruiting, enrolling and supporting international students takes place outside of faculty decision-making spaces. Further, international activities vary significantly between institutions, highlighting the challenge in understanding the impact of international education on institutions, students, and employees. Language Assessment Assessing language competencies varies significantly from institution to institution and program to program. Local 2, TRU, indicated that there is significant concern around where students are performing their language tests, particularly the Language Proficiency Index (LPI) and IELTS (International English Language Testing System) tests. At Local 7, UFV, the director of the international education department admitted that these tests are not supervised by Canadian invigilators (or UFV) and there is room for abuse (e.g. “buying” test scores). Of course, a reliance on testing does not ensure that students are also emotionally and academically prepared for post-secondary studies. Pathway Agreements Pathway agreements are individual arrangements negotiated between public post-secondary institutions and private language schools that enable international students to enter public PSIs without having to engage in language competency testing. Although direct questions around pathway agreements were not included in the survey, members were asked to investigate their institution’s pathway agreement activities. The failure to procure any data, at the time of this report, suggests that not only are these kinds of agreements largely unknown to faculty, no efforts are made to make them available and visible. This raises concerns about oversight and student success. Conclusion The growing reliance on tuition to support budgets, combined with particular exemptions in the BC Tuition Limit Policy that favour the exploitation of income generated from international students, puts the “public” nature of public post-secondary education at great risk. Who is able to access higher education is predicated on who can pay. The combined lack of international enrolment plans/strategies and reporting is particularly concerning. A lack of transparency, illustrated in the difficulties that some FPSE EPC members had in trying to locate information about international education for their institutions, limits the way international education can be evaluated, financially and pedagogically. This report reveals, in part, how international education among FPSE locals is not folded into governance structures in ways that protects all student interests. Despite rhetoric that international education is “preparing globally aware and connected citizens,”27 this study suggests that the primary motivation of internationalization is revenue generation. Further, an appraisal of current immigration policies 27 Universities Canada. (December 14, 2014). When universities go global, everyone benefits. https://www.univcan.ca/media-room/media-releases/when-universities-go-global-everyone-benefits/ 14 International Education – A Report from the FPSE Education Policy Committee Spring 2019 indicates that international students coming to smaller, lesser known colleges, institutes and universities is motivated by hospitable immigration policies. The implications for those working in post-secondary institutions are significant and can lead to a heightening tension between financial need and exploitation. Looking to Australia, a nation which relies heavily upon international education, we see that the pressures to commercialize education as a “commodity” and an “experience” to world markets can lead to profound ethical issues. An investigation of Australian universities by the New South Wales Independent Commission Against Corruption reported that, “universities and academics were open to corruption, as profits from international students had become central to university funding… [and] noted that ‘academics may be encouraged to admit students they would otherwise reject, to ignore cheating, and to mark the work of poor-performing students favourably to allow them to pass’”.28 This report underscores the critical absence of data on BC international education and its impact on British Columbians. This report highlights the complexities of international education and the following recommendations offer a way forward in positioning FPSE to lead its members in a globalized world. These recommendations underscore a need to approach international education with mindfulness, resisting practices that are exploitative while also fostering authentic intercultural awareness. This report advocates for quality research and information as a starting point in confronting issues relating to international education, for they are completely intertwined in the daily working experiences of our members. 28 Song, X., & McCarthy, G. (2018). (2018) Governing Asian international students: The policy and practice of essentializing ‘critical thinking’”. Globalisation, Societies and Education, 16(3), 356. doi: 10.1080/14767724.2017.1413978 15 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Recommendations 1. Work with the Ministry of Advanced Education to improve Post-Secondary Institution (PSI) reporting on International Education. The Ministry of Advanced Education is clear that it does not have detailed reporting requirements on matters of International Education from post-secondary institutions. There is extremely limited data available on tuition fees charged to international students and revenue information from IE is not collected. Relying on Statistics Canada’s Classification of Instructional Programs for data on IS study areas offers little insight into program-level numbers of students, as well. There is no information on institutional use of recruiting agencies/firms or individuals and there is no information on student demographics beyond country of origin or gender. This is a concern for institutions interested in addressing issues relating to equity, diversity, and inclusiveness. If internationalization is also about opportunities for Canadians to benefit from working with diverse populations from around the world (e.g. to develop cultural awareness), it is problematic that so little is known about the students that arrive in British Columbia to study. For example, it is not clear what kinds of qualifications and language backgrounds international students already have when they arrive in British Columbia. It is unclear what kinds of supports these students need or how institutions support their needs. A lack of public information limits the kinds of cross-sector research needed to better support both international and domestic student experiences, particularly because they usually share the same classrooms. Specific gaps include: 1. International student revenues by institution 2. International student demographics 3. Program-specific enrolments 4. International student experiences 5. International student program outcomes 6. International student work 7. Nature and scope of language requirements and assessments across the sector 2. A policy audit to examine how international education is folded into institutional policies for all FPSE member locals. A deeper analysis into the way institutions position international education within its formal policies will reveal how international education is (in)visible. This will offer a greater understanding of how policies shape the ongoing development of international education and how it can operate parallel to, yet isolated from, domestic systems. Because international students are integrated into domestic populations (in classrooms, support services, student unions, and residences), this is critical to understanding the ways in which international education affects all student and faculty experiences. 16 International Education – A Report from the FPSE Education Policy Committee Spring 2019 This requires: 1. Identification of institutional policies within each local that relate to student recruitment, retention, academic performance, program development, classroom management, registration, etc. 2. Examination of how these policies identify different student populations, including international students. 3. Synthesis of policies and their relationship to international education initiatives and student populations. 4. Cross-sector comparison, including distinctions among institutions, having regard to the particular statutes that govern them. 3. FPSE President’s Council to find ways to improve research support for committee work. The challenges experienced by the EPC in completing the questionnaire used in this study reveal the struggle that committee members have in securing data from their institutions on their own. Members may not be in the ideal position to gather information and they may not have adequate access to a network of knowledgeable colleagues to assist in locating information. Committees require support to help members identify areas where data may be available, develop techniques for asking questions, understand what data should be publicly available, advise on how to complete FOI requests, etc. Having a way of “training up” members to locate information will not only assist with research projects like this but it will also equip FPSE members with the skills needed to gather information on behalf of their locals. This can include: 1. Orientations to committee work through workshops, meet-and-greets at FPSE AGM, and/or specific committee orientation documents that outline supports for committee members, recent projects/goals, etc. 2. Better communication among committees to faciliate the sharing of information-gathering strategies and techniques. 3. Financial resources to support leadership on special projects, enabling committee members to be released to perform committee work beyond their regular duties. 4. Dedicated resources for research support and expertise through the FPSE office. 4. Reach out to external organizations to conduct a deeper sector analysis of the impact of international education on Canadian post-secondary institutions, students, and workers. The federal government highlights the importance and economic value of international education in Canada, measuring its “worth” in terms of revenues and spending. However, there is little published information on the qualitative impact of international education, including its effect on the operations of post-secondary institutions and domestic and international student outcomes. Further, the massive growth in international student numbers, relative to domestic numbers, suggests that growth is driven by economic necessity rather than cultural interest. 17 International Education – A Report from the FPSE Education Policy Committee Spring 2019 The lack of additional government funding to support IE growth means that increased numbers must be folded into existing infrastructure. Not only does this potentially displace domestic student populations (as seen in some institutions where international students register before domestic students), it also creates a dependency on revenue from volatile and unstable international markets. 5. Conduct a qualitative study focusing on classroom composition. There is little research in higher education that is focused on the nature of classroom composition and its effects on both faculty and students, particularly within a Canadian context. Expanding requirements/efforts to accommodate students with physical, emotional, and intellectual differences, as well as cultural and language differences, not only affects student learning, but is also likely to have profound implications for faculty. As these matters are poorly understood, research in this area will support bargaining efforts that attempt to tackle issues of faculty workload. Such research would shed light on the effects of incorporating students from other regions of the world into Canadian classrooms; it would also raise questions about the validity of assumptions about language and culture on which current internationalization policies are based. Such work may also support efforts to make international education a pedagogical issue for bargaining and governance. 6. Fully investigate language assessments programs across member institutions and learn more about affiliate agencies like the Council of International Schools, the British Columbia Council for International Education, and British Columbia Association of Institutes and Universities. It is important for members of FPSE to understand how language assessment is conducted because there is some evidence that the varied approaches of institutions create disparities among international students that manifests in classroom experiences. Further, it is very unclear how alignment with various education associations “fits” into student recruitment strategies. 7. Investigate the role of third-party educational agents (recruiters) in British Columbia postsecondary institutions to map their influence on international student recruitment and institutional spending. 18 International Education – A Report from the FPSE Education Policy Committee Spring 2019 References Altbech, P. (2011). Agents and third-party recruiters in international higher education. International Higher Education, 62, p. 11-14. Canada. (2017). Immigration, Refugees and Citizenship Canada. https://www.canada.ca/en/immigration-refugees-citizenship.html Robinson-Pant, A., & Magyar, A. (2018). The Recruitment Agent in Internationalized Higher Education Commercial Broker and Cultural Mediator. Journal of Studies in International Education, 22(3), p. 225. Fisher, D., Rubenson, K., Jones, G., & Shanahan, T. (2009). The political economy of post- secondary education: a comparison of British Columbia, Ontario and Québec. Higher Education, 57(5), 549566. doi:10.1007/s10734-008-9160-2 FPSE. (2018). Mobilizing Our Power: Together for an Equitable Future. https://fpse.ca/sites/default/files/imceuploads/FPSE%20AGM%20Handbook%20Web%20Version.pdf Global Affairs Canada. (2017). Economic impact of international education in Canada – 2017 update. https://www.international.gc.ca/education/report-rapport/impact-2017/index.aspx?lang=eng Government of Canada. (2018). Express Entry Reports. https://open.canada.ca/data/en/dataset/5d2253ed-26ef-4e84-9675-3d4f794bee1a Government of Canada. (2018). Immigration, Refugees and Citizenship Canada Departmental Plan 2018– 2019. https://www.canada.ca/en/immigration-refugees-citizenship/corporate/publicationsmanuals/departmental-plan-2018-2019/departmental-plan.html#sec02 Ivanova, I. (2012). Paid in full update: Who pays for university education in BC? Canadian Centre for Policy Alternatives. https://www.policyalternatives.ca/sites/default/files/uploads/publications/BC%20Office/2012/ 01/CCPA_Paid_in_Full_2012_web.pdf Langara College. (2018). Proposed 2019 Budget. https://langara.ca/departments/financialservices/pdfs/2019-operating-and-capital-budget.pdf Machin, S., & Murphy, R. (2017). Paying out and crowding out? The globalization of higher education. Journal of Economic Geography, 17, 1075-1110. doi: 10.1093/jeg/lbx006 Ministry of Advanced Education. (2014). The 2014/15 – 2016/17 Service Plan. Retrieved from: http://bcbudget.gov.bc.ca/2014/sp/pdf/ministry/aved.pdf) Mundy, K., Manion, C., Masemann, V., & Haggerty, M. (2007). “History of Global Education in Canada.” In Charting Global Education in Canada’s Elementary Schools (pp. 17-30). Toronto: OISEUT. https://www.oise.utoronto.ca/cidec/UserFiles/File/Research/UNICEF_Study/UNICEF_chap3.pdf 19 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Yelland, R. (2011). The globalization of higher education. OECD Observer. http://oecdobserver.org/news/fullstory.php/aid/3731/The_globalisation_of_higher_education. html Scott, C., Safdar, S., Trilokekar, R. D., & El Masri, A. (2015). International students as 'ideal immigrants' in Canada: A disconnect between policy makers' assumptions and the voices of international students. Comparative and International Education, 43(3), 1-16. Song, X., & McCarthy, G. (2018). (2018) Governing Asian international students: The policy and practice of essentializing ‘critical thinking’”. Globalisation, Societies and Education, 16(3), 353-365. doi: 10.1080/14767724.2017.1413978 Stein, S., & Andreotti, V. O. (2015). Cash, competition, or charity: international students and the global imaginary. Higher Education, 72, p. 226, 225-239. doi: 10.1007/s10734-015-9949-8 Todd, D. (February 15, 2018). In rental crisis, B.C. Liberals have no plan for housing foreign students. Vancouver Sun. https://vancouversun.com/news/local-news/in-rental-crisis-b-c-has-no-plan-forhousing-foreign-students-critics Universities Canada. (December 14, 2014). When universities go global, everyone benefits. https://www.univcan.ca/media-room/media-releases/when-universities-go-global-everyonebenefits/ University Act. [RSBC 1996] CHAPTER 468. http://www.bclaws.ca/civix/document/id/consol25/consol25/00_96468_01#section49 20 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Appendix A: Survey Instrument Understanding International Education: A Questionnaire The Education Policy Committee (EPC) of the Federation of Post-Secondary Educators seeks information regarding the administration and practice of supporting international education among its member institutions. The Education Policy Committee observes that there has been a substantial increase in the enrolment of international students in BC’s public colleges and universities in recent years. The committee identifies that there are significant concerns around the impact of this growth on students and faculty. This questionnaire is intended to assist the EPC in determining whether there is a need to develop educational policy initiatives or strategies that may assist member institutions in the development and deployment of international education. Questions specific to faculty experiences will be addressed in a separate questionnaire. Instructions: Please answer the following questions to the best of your ability. Although it is assumed that members of EPC will lead in answering the following questions, it is likely that you will have to seek out information from different sources. Some questions may not be relevant to your institutional context; simply indicate this in your response. Timeline: The committee seeks input from our members in preparation for our October, 2018 EPC meeting. _________________________________________________________________________ Please enter your answers below each question in this document. You may provide tables in your responses and any attachments you may deem necessary. General composition of international departments 1. Do you have a specific area of the institution that manages international education? If so, what is it called? 2. What positions exist within this department? If possible, indicate whether they are faculty, staff, excluded, or contracted positions. 3. Who leads the department and to whom does this individual report? 4. What is the annual budget for the International Department? 5. What proportion of this international department budget account for in the overall institutional budget? Governance 6. What consultation occurs at institutional governance levels about internationalization? For example: a) Do faculty and/or staff across the institution have the opportunity to formally participate in international strategic planning? What does this look like? 21 International Education – A Report from the FPSE Education Policy Committee Spring 2019 b) How do international departments inform your institution? 7. What is the level of faculty consultation/involvement in the establishment of international partnership agreements? For example, are faculty involved in determining what countries/regions such agreements are made? Administration 8. If your institution has an enrolment management policy that includes a statement about growth of international student numbers, what does it say? 9. What is the nature of your institutional administration in managing international students? For example: a) What priority are international students given in registering for courses? Examples: i. Do courses have reserved seating for international students? ii. Do students register before domestic students or after? b) Do add/drop dates differ for international students from domestic students? If yes, what purpose does this support? -earlier dates (purpose: if students do not arrive on campus, seats can be made available to other students) c) How are students enrolled into courses? (i.e. do they receive assistance?) d) Do admission requirements differ from domestic students? If so, how? e) What triggers an assessment of language abilities? f) How does your institution handle situations where student VISAs are delayed? Student Experience 10. How are international students socialized to the institution’s culture and expectation? For example: a) What kind of campus / academic orientation (if any) do they receive? b) Are there programs / initiatives that specifically support international student success throughout their studies? For example, i. ii. iii. Mentorship programs? Student safety programs? Academic success programs? 11. Are there academic programs that are designed specifically for international programs? If so, what are they? 22 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Data 12. What countries do international students come from? 13. What does the data about international students look like in your institution? a) What is the most recent number of international students? For example, i. Can you provide numbers from the past 5 years? (Provide a chart that compares domestic and international student FTEs) b) “Completion rate” is the total number of students graduating from a specific program (this could be a diploma, certificate, bachelor’s degree, etc.). What are the completion rates for international students? Provide figures for the last 5 years, if possible. c) Are there specific program areas that international students predominantly occupy? What are they? d) What are your current faculty FTEs? Provide numbers up to last 5 years, if possible. 14. Does your institution provide specific accommodation (i.e. residence housing) for international students? 15. If you have any additional comments/information about international education that you wish to share (that is not specific to faculty workload), please do so here. 23 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Appendix B: Ministry Reports (Source: Ministry of Advanced Education, International Education) International and Domestic Student Headcount1,2 by Sector and Institution B.C. Public Post-Secondary Institutions Academic Year 3 2012/13 to 2016/17 International Student Headcount Sector Institution Langara College Douglas College Camosun College Okanagan College Selkirk College College Of New Caledonia Colleges Vancouver Community College Northern Lights College College Of The Rockies North Island College Coast Mountain College Community Colleges Total Domestic Student Headcount International Student Headcount % 2012/13 1,760 1,690 775 715 255 385 535 180 215 155 10 6,670 2013/14 2,065 1,950 1,135 855 360 390 535 240 385 230 * 8,145 2014/15 2,945 2,175 1,495 985 575 460 595 445 390 295 * 10,350 2015/16 4,065 2,515 1,615 1,130 825 520 750 505 395 355 15 12,685 2016/17 5,985 3,070 1,935 1,535 975 925 900 665 425 370 25 16,815 2012/13 18,735 21,895 17,600 18,695 9,885 8,555 21,500 8,195 10,580 8,925 5,340 149,910 2013/14 18,325 22,060 17,260 18,355 11,185 9,125 19,405 7,500 10,325 8,605 5,290 147,440 2014/15 17,450 21,645 17,055 18,225 11,500 8,105 16,120 7,110 9,805 8,190 5,150 140,360 2015/16 18,055 21,270 17,735 18,525 11,785 7,965 14,850 5,585 9,485 8,020 4,715 137,985 2016/17 16,865 21,135 17,490 19,060 10,370 7,215 13,765 3,380 9,475 7,680 4,110 130,540 2012/13 9% 7% 4% 4% 3% 4% 2% 2% 2% 2% 0% 4% 2013/14 10% 8% 6% 4% 3% 4% 3% 3% 4% 3% * 5% 2014/15 14% 9% 8% 5% 5% 5% 4% 6% 4% 3% * 7% 2015/16 18% 11% 8% 6% 7% 6% 5% 8% 4% 4% 0% 8% 2016/17 26% 13% 10% 7% 9% 11% 6% 16% 4% 5% 1% 11% 2,060 175 2,255 130 20 2,590 440 95 3,425 725 * 4,265 635 * 41,065 27,740 1,415 41,125 28,070 1,505 41,670 30,595 1,355 41,935 25,365 1,285 41,360 24,755 1,205 5% 1% 0% 5% 0% 1% 6% 1% 7% 8% 3% * 9% 3% * University Of British Columbia Vancouver 2,235 8,850 2,405 10,005 3,120 11,265 4,155 12,405 4,900 13,620 70,215 43,730 70,700 43,400 73,620 43,240 68,585 43,700 67,320 44,040 3% 17% 3% 19% 4% 21% 6% 22% 7% 24% Simon Fraser University University Of Victoria University Of British Columbia Okanagan University Of Northern British Columbia Research-Intensive Universities Total 6,380 2,665 770 465 19,135 6,395 3,150 910 465 20,925 6,600 3,765 985 425 23,040 6,800 4,000 1,105 350 24,665 7,400 4,080 1,280 385 26,770 27,350 20,180 7,835 3,685 102,780 27,545 20,350 7,810 3,555 102,665 26,945 20,065 7,505 3,365 101,125 26,605 20,100 7,565 3,240 101,210 26,680 20,065 7,720 3,415 101,920 19% 12% 9% 11% 16% 19% 13% 10% 12% 17% 20% 16% 12% 11% 19% 20% 17% 13% 10% 20% 22% 17% 14% 10% 21% 2,710 2,930 2,960 3,315 4,090 24,625 25,225 25,135 25,215 25,650 10% 10% 11% 12% 14% 1,715 1,840 1,060 805 295 375 8,800 36,835 35,860 1,965 1,885 905 850 385 405 9,320 40,795 39,785 2,245 2,130 1,055 995 495 470 10,350 46,865 45,690 2,290 2,070 1,115 1,140 580 480 10,990 52,490 51,100 3,180 2,070 1,500 1,410 605 545 13,405 61,895 59,985 17,525 15,730 14,645 13,665 3,430 3,770 93,380 416,285 395,615 17,440 14,955 13,715 12,780 3,295 3,520 90,935 411,740 391,735 17,210 13,940 13,295 11,200 3,380 3,355 87,515 402,620 380,040 17,125 12,755 13,185 10,050 3,440 3,535 85,305 393,085 375,580 16,480 12,695 13,145 8,430 3,585 3,350 83,335 383,120 366,955 9% 10% 7% 6% 8% 9% 9% 8% 8% 10% 11% 6% 6% 10% 10% 9% 9% 9% 12% 13% 7% 8% 13% 12% 11% 10% 11% 12% 14% 8% 10% 14% 12% 11% 12% 12% 16% 14% 10% 14% 14% 14% 14% 14% 14% Institutes British Columbia Institute Of Technology Justice Institute Of British Columbia Nicola Valley Institute Of Technology Institutes Total ResearchIntensive Universities Thompson Rivers University Kwantlen Polytechnic University Vancouver Island University TeachingIntensive University Of The Fraser Valley Universities Capilano University Royal Roads University Emily Carr University Of Art And Design Teaching-Intensive Universities Total Total Unique Total4 Source: Student Transitions Project, Fall 2017 submission. 1. Data exclude offshore students. At Colleges, Institutes and Teaching-Intensive Universities, international students include students who have paid an international fee for at least one course in the period. At Research-Intensive Universities, international students are defined as those who have obtained a visa of some kind (student visa, work permit, diplomatic visa, or minister's permit). Students whose visa status was not identified are included with domestic students. 2. Each number has been rounded to the nearest five. The effects of rounding may result in totals in different reports not matching exactly when they would be expected to match. Data is restated annually to maintain accuracy and reflect institutional updates. Numbers of less than 5 have been masked with an * 3. Academic Year is from September 1 to August 31. 4. In any given year, some students attend more than one institution. Since these students are included in the headcount of each institution they attend, the sum of all institutions' headcounts will include some students more than once, producing an overstated institution headcount total. In the unique headcount, students who are identified as attending more than one institution are only counted once. This number represents the number of students served by the participating institutions as a whole. Post-Secondary Governance, Accountability, and Analytics Ministry of Advanced Education, Skills and Training Oct 2018 Table 1 24 International Education – A Report from the FPSE Education Policy Committee Spring 2019 International and Domestic Student Headcount1,2 by Economic Development Region3 and Institution B.C. Public Post-Secondary Institutions Academic Year 4 2012/13 to 2016/17 Economic Region International Students Institution University Of British Columbia Vancouver Domestic Students 2012/13 2013/14 2014/15 2015/16 2016/17 2012/13 2013/14 2014/15 2015/16 2016/17 8,850 10,005 11,265 12,405 13,620 43,730 43,400 43,240 43,700 44,040 Simon Fraser University 6,380 6,395 6,600 6,800 7,400 27,350 27,545 26,945 26,605 26,680 Langara College 1,760 2,065 2,945 4,065 5,985 18,735 18,325 17,450 18,055 16,865 British Columbia Institute Of Technology 2,060 2,255 2,590 3,425 4,265 41,065 41,125 41,670 41,935 41,360 Kwantlen Polytechnic University 1,715 1,965 2,245 2,290 3,180 17,525 17,440 17,210 17,125 16,480 1,690 1,950 2,175 2,515 3,070 21,895 22,060 21,645 21,270 21,135 Mainland/ Douglas College Southwest University Of The Fraser Valley 1,060 905 1,055 1,115 1,500 14,645 13,715 13,295 13,185 13,145 Capilano University 805 850 995 1,140 1,410 13,665 12,780 11,200 10,050 8,430 Vancouver Community College 535 535 595 750 900 21,500 19,405 16,120 14,850 13,765 Justice Institute Of British Columbia 175 130 440 725 635 27,740 28,070 30,595 25,365 24,755 Emily Carr University Of Art And Design 375 405 470 480 545 3,770 3,520 3,355 3,535 3,350 25,400 27,460 31,370 35,710 42,515 251,615 247,395 242,730 235,670 230,010 2,665 3,150 3,765 4,000 4,080 20,180 20,350 20,065 20,100 20,065 1,840 1,885 2,130 2,070 2,070 15,730 14,955 13,940 12,755 12,695 775 1,135 1,495 1,615 1,935 17,600 17,260 17,055 17,735 17,490 295 385 495 580 605 3,430 3,295 3,380 3,440 3,585 Mainland/Southwest Total University Of Victoria Vancouver Vancouver Island University Camosun College Island/ Coast Royal Roads University North Island College 155 230 295 355 370 8,925 8,605 8,190 8,020 7,680 5,725 6,785 8,180 8,620 9,065 65,860 64,465 62,630 62,050 61,510 Thompson Rivers University 2,710 2,930 2,960 3,315 4,090 24,625 25,225 25,135 25,215 25,650 Thompson Okanagan College Okanagan University Of British Columbia Okanagan Nicola Valley Institute Of Technology 715 855 985 1,130 1,535 18,695 18,355 18,225 18,525 19,060 770 910 985 1,105 1,280 7,835 7,810 7,505 7,565 7,720 20 95 * 1,415 1,505 1,355 1,285 1,205 Vancouver Island/Coast Total Thompson Okanagan Total Cariboo College Of New Caledonia * 4,195 4,710 5,020 5,555 6,915 52,570 52,895 52,220 52,590 53,635 385 390 460 520 925 8,555 9,125 8,105 7,965 7,215 25 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Table 2 International and Domestic Student Headcount1,2 by Economic Development Region3 and Institution B.C. Public Post-Secondary Institutions Academic Year 4 2012/13 to 2016/17 Economic Region International Students Institution University Of British Columbia Vancouver Domestic Students 2012/13 2013/14 2014/15 2015/16 2016/17 2012/13 2013/14 2014/15 2015/16 2016/17 8,850 10,005 11,265 12,405 13,620 43,730 43,400 43,240 43,700 44,040 Simon Fraser University 6,380 6,395 6,600 6,800 7,400 27,350 27,545 26,945 26,605 26,680 Langara College 1,760 2,065 2,945 4,065 5,985 18,735 18,325 17,450 18,055 16,865 British Columbia Institute Of Technology 2,060 2,255 2,590 3,425 4,265 41,065 41,125 41,670 41,935 41,360 Kwantlen Polytechnic University Mainland/ Douglas College Southwest University Of The Fraser Valley 1,715 1,965 2,245 2,290 3,180 17,525 17,440 17,210 17,125 16,480 1,690 1,950 2,175 2,515 3,070 21,895 22,060 21,645 21,270 21,135 1,060 905 1,055 1,115 1,500 14,645 13,715 13,295 13,185 13,145 Capilano University 805 850 995 1,140 1,410 13,665 12,780 11,200 10,050 8,430 Vancouver Community College 535 535 595 750 900 21,500 19,405 16,120 14,850 13,765 Justice Institute Of British Columbia 175 130 440 725 635 27,740 28,070 30,595 25,365 24,755 545 3,770 3,520 3,355 3,535 3,350 Emily Carr University Of Art And Design Mainland/Southwest Total University Of Victoria Vancouver Vancouver Island University Camosun College Island/ Coast Royal Roads University North Island College 375 405 470 480 25,400 27,460 31,370 35,710 42,515 251,615 247,395 242,730 235,670 230,010 2,665 3,150 3,765 4,000 4,080 20,180 20,350 20,065 20,100 20,065 1,840 1,885 2,130 2,070 2,070 15,730 14,955 13,940 12,755 12,695 775 1,135 1,495 1,615 1,935 17,600 17,260 17,055 17,735 17,490 295 385 495 580 605 3,430 3,295 3,380 3,440 3,585 155 230 295 355 370 8,925 8,605 8,190 8,020 7,680 5,725 6,785 8,180 8,620 9,065 65,860 64,465 62,630 62,050 61,510 Thompson Rivers University 2,710 2,930 2,960 3,315 4,090 24,625 25,225 25,135 25,215 25,650 Thompson Okanagan College Okanagan University Of British Columbia Okanagan Nicola Valley Institute Of Technology 715 855 985 1,130 1,535 18,695 18,355 18,225 18,525 19,060 770 910 985 1,105 1,280 7,835 7,810 7,505 7,565 7,720 20 95 * 1,415 1,505 1,355 1,285 1,205 Vancouver Island/Coast Total Thompson Okanagan Total Cariboo College Of New Caledonia * 4,195 4,710 5,020 5,555 6,915 52,570 52,895 52,220 52,590 53,635 385 390 460 520 925 8,555 9,125 8,105 7,965 7,215 26 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Table 3 International and Domestic Student Headcount1,2 by Program Cluster3 B.C. Public Post-Secondary Institutions Academic Year4 2012/13 to 2016/17 International Students Program Cluster Arts and Sciences Business and Management Engineering and Applied Sciences Developmental5 Domestic Students 2012/13 2013/14 2014/15 2015/16 2016/17 2012/13 2013/14 2014/15 2015/16 2016/17 13,175 14,365 16,085 18,065 21,625 120,300 116,435 112,880 111,190 110,720 10,510 11,765 13,505 15,395 18,910 58,910 57,160 54,495 55,150 54,915 5,420 6,005 7,320 8,890 10,500 42,810 42,640 42,810 42,100 42,885 5,005 5,520 6,065 5,965 5,795 39,465 37,890 32,270 29,240 25,285 Human and Social Services Health Other Visual and Performing Arts Trades Education Personal Improvement and Leisure Program Cluster Total 700 720 1,220 975 635 665 120 39,150 905 770 1,485 1,030 710 720 130 43,410 1,130 930 1,585 1,185 980 835 165 49,790 1,605 1,305 1,485 1,315 1,090 935 190 56,235 1,840 1,670 1,520 1,485 1,150 1,005 215 65,715 44,170 38,790 3,025 13,605 40,710 15,560 26,755 444,110 45,370 40,490 2,800 13,045 41,165 15,075 27,050 439,120 46,070 40,810 2,635 12,575 42,335 14,175 25,585 426,630 42,220 39,150 2,570 12,825 42,045 13,310 25,905 415,705 41,735 38,025 2,475 11,840 39,600 13,730 22,860 404,075 Unique Total6 35,860 39,785 45,690 51,100 59,985 395,615 391,735 380,040 375,580 366,955 International Students Program Cluster Arts and Sciences Business and Management Engineering and Applied Sciences Developmental5 Human and Social Services Health Other Visual and Performing Arts Trades Education Personal Improvement and Leisure Program Cluster Total Domestic Students 2012/13 2013/14 2014/15 2015/16 2016/17 2012/13 2013/14 2014/15 2015/16 2016/17 37% 33% 32% 32% 33% 27% 27% 26% 27% 27% 27% 27% 27% 27% 29% 13% 13% 13% 13% 14% 14% 14% 15% 16% 16% 10% 10% 10% 10% 11% 13% 13% 12% 11% 9% 9% 9% 8% 7% 6% 2% 2% 3% 2% 2% 2% 0% 100% 2% 2% 3% 2% 2% 2% 0% 100% 2% 2% 3% 2% 2% 2% 0% 100% 3% 2% 3% 2% 2% 2% 0% 100% 3% 3% 2% 2% 2% 2% 0% 100% 10% 9% 1% 3% 9% 4% 6% 100% 10% 9% 1% 3% 9% 3% 6% 100% 11% 10% 1% 3% 10% 3% 6% 100% 10% 9% 1% 3% 10% 3% 6% 100% 10% 9% 1% 3% 10% 3% 6% 100% Source: Student Transitions Project, Fall 2017 submission Table 4 27 International Education – A Report from the FPSE Education Policy Committee Spring 2019 International Student Headcount1,2 by Citizenship B.C. Public Post-Secondary Institutions Academic Year3 2012/13 to 2016/17 Citizenship 2012/13 2013/14 2014/15 2015/16 2016/17 China 13,995 15,805 18,285 19,660 20,665 India 2,540 3,110 4,775 7,500 12,590 United States 2,325 2,330 2,430 2,485 2,650 Japan 1,635 1,815 2,045 2,180 2,375 South Korea 2,035 1,945 2,045 2,150 2,225 Brazil 495 750 955 1,195 1,630 Viet Nam 360 420 515 650 1,160 Saudi Arabia 1,500 1,645 1,745 1,310 1,015 Nigeria 400 550 715 795 815 Germany 535 605 625 715 805 Mexico 550 525 560 625 800 Taiwan 700 670 665 690 750 Iran 855 795 720 685 735 United Kingdom 470 525 595 630 625 Pakistan 285 345 400 455 505 Indonesia 355 365 420 455 495 Russian Federation 380 500 505 490 490 France 320 395 400 420 425 Bangladesh 225 235 280 305 400 Philippines 140 190 190 255 375 Malaysia 295 320 320 310 335 Ukraine 130 180 230 300 330 Thailand 225 260 290 300 305 Turkey 160 175 190 230 305 Australia 235 235 285 255 290 Singapore 250 245 260 285 280 Kenya 110 135 180 210 240 Italy 135 135 180 190 230 Zimbabwe 65 75 105 145 220 Colombia 110 130 145 175 215 Kazakhstan 145 165 175 210 210 Jamaica 80 85 120 160 185 Egypt 65 95 115 130 175 Venezuela 110 120 135 150 165 Netherlands 105 130 145 165 165 Denmark 75 80 85 125 160 Spain 70 100 120 150 155 Ecuador 50 65 85 105 140 Norway 115 130 120 130 135 Switzerland 110 105 115 115 130 Ghana 60 95 110 130 125 Sweden 110 100 120 130 125 Peru 70 75 95 105 115 New Zealand 70 75 100 105 100 Chile 90 105 110 100 100 Table 5. 28 International Education – A Report from the FPSE Education Policy Committee Spring 2019 Table 6 29