ORCID Profile
0000-0002-1503-0291
Current Organisations
James Cook University
,
University of Victoria
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Publisher: Springer Science and Business Media LLC
Date: 30-03-2023
DOI: 10.1007/S10775-023-09579-X
Abstract: In this article, we highlight the Australian country context to advocate for career support that extends beyond initial job placement in a segmented labor market to strengthen refugees’ skills and knowledge and future career development. We address systemic barriers while advocating for access to skilled career development practitioners, whose important expertise as members of multidisciplinary teams could enhance resettlement assistance. Strengthening the preparation of career development practitioners is essential for providing career support to refugees and for building capacity in the provision of resettlement services. We encourage debate within and between country contexts about ways to enhance refugees’ career development.
Publisher: Universidad Juarez Autonoma de Tabasco
Date: 30-09-2019
Abstract: In this article, we, a Canadian team of doctoral researchers, reflected on our journey during an International Doctoral Research Seminar held in Beijing in 2015. As five doctoral students and two academics, we met with our doctoral colleagues from academic institutions in Brisbane (Australia) and Beijing (China). Although we did not discuss or negotiate which language we would be using in China, we were confronted with our assumption that English would be used, and that some the participants had a lower level of English competency than expected. It was apparent that this assumption of English language use privileged some (i.e., Canadian and Australian teams) while disadvantaging others (i.e., Chinese team). This confrontation brought up questions and concerns about equity in participation. As a result, this article chronicles the Canadian team reflecting on the International Doctoral Research Seminar including our privilege of using English, and coming to the position of wanting to create a more inclusive space for all participants to engage equitably in this international collaboration. As such, our reflections in this article focused on the domination of English as a lingua franca in academic spaces, in addition to how we decided to facilitate a transcultural space for all participants to be included.
Publisher: IGI Global
DOI: 10.4018/978-1-4666-9749-2.CH006
Abstract: The authors in this chapter aim to provide a beginning understanding of the unique experiences and challenges that partners of international students face when accompanying international students to post-secondary institutions. As enrollment of international students has steadily increased worldwide, institutions are beginning to recognize the necessity of extending services and programming to partners. With the difficulties of adjusting to a new country and culture, partners may provide a valuable source of social support. There are, however, additional unique difficulties for partners, including: lack of English proficiency, social disconnection, loss of identity, and many more. This chapter will provide an introduction to the importance of examining this population, historical background, general experiences of the partners, most current research, recommendations for services, policies and practices, and conclude with specific areas of further research. It is the hope of the authors to provide visibility for an often forgotten and invisible population.
Publisher: SAGE Publications
Date: 02-05-2023
DOI: 10.1177/08948453221094309
Abstract: During the previous decade, growth in the numbers of internationally mobile students included international high school students. Prior research on international students’ career development in higher education may not account for the unique context of younger international students in secondary schools. The current study investigated career influences for international secondary students, using the Systems Theory Framework ( Patton & McMahon, 2021 ). International students in senior years completed written, open-ended surveys and in-person interviews regarding their career aspirations, plans and key influences on their decision-making. International student coordinators and school staff also offered their perspectives about these influences. Results indicate the inter-related systemic influences of in iduals, significant relationships, location and country contexts, the secondary school environment, and perceived characteristics of occupations and future career pathways. Implications for supporting international high school students in the school setting and future research directions are discussed.
Publisher: Canadian Journal of Career Development
Date: 09-09-2022
Abstract: This study provides insights into international students’ perspectives of preparing for entry into employment in the Canadian workforce. From a human capital perspective, international students are valuable resources for the Canadian labour market and other countries where populations are in decline. However, most research on international students has focused on their initial transition experience, and available research on their employment experiences is often limited to the post-graduation transition. International students need to build their capacity for employment concurrently while they are studying, gaining local work experience. In this article we present an analysis of critical incidents collected from international students which highlights five key barriers in their experience of the Canadian work context, including policies and procedures, competition and economic conditions, challenges for navigating local cultural norms, language abilities, and their personal life circumstances. The discussion draws connections between international student recruitment and their longer-term goals for residency in Canada, with recommendations for bridging policies and services.
Publisher: University of Toronto Press Inc. (UTPress)
Date: 03-2016
DOI: 10.3138/CJPE.262
Abstract: Abstract: This article describes the challenges encountered during a needs assessment of partners of international students as well as how the research team addressed these challenges. The needs assessment was conducted at the request of the university’s international student centre, which recognized that partners of international students would benefit from increased support. The needs assessment was also supported by an existing gap in international student literature, which identifies partners as experiencing significant barriers and lack of support in their transition as a newcomer (e.g., Martens & Grant, 2008). Implications for attaining and maintaining connections with this population are discussed.
No related grants have been discovered for Jon Woodend.