• Globalization, Neoliberalism, and International Student Enrolments in Higher Education: Expanding Global Interconnectedness and Academic Commodification

      Martin, Jacinda
      The last 20 years has witnessed a dramatic surge in international student enrolments around the world. Canada has been among the countries that have experienced some of the most significant increases international enrolments in college and university postsecondary educational institutions. This major research paper explores this trend and critically reviews the growing body of literature that seeks to explain this growth phenomenon. While the growth of the number students travelling the world in search of educational opportunities is, indeed, a global trend, the movement is largely from key developing nations to a smaller number of English-speaking, Western, wealthy capitalist countries. While for some scholars and commentators this movement is understood as part of the internationalization of all nations as part of the process of globalization, others see it as imbricated in the neoliberal project that has contributed to the corporatization of higher education and the commodification of knowledge within Western, capitalist nations. I review this debate with specific reference to data and examples from the province of Ontario, Canada.
    • The Role of Emotional Intelligence in Ontario University Educational Policies for International Graduate Students: A Conceptual, Institutional and Auto-Ethnographic Analysis

      Zabin, Rakha
      This study explored the role of emotional intelligence (EI) among international students adjusting to life in different universities in Ontario and the institutional support provided to them to develop their EI. The study included an in-depth review of literature based on different frameworks of cultural adjustments and EI, as well as a comprehensive analysis of the policy documents (e.g., policy management guide or handbook) available online of 3 similar-sized, student-focused, research-based universities in Ontario with significant international programs. The study also includes an auto-ethnographic account of the experiences I dealt with during my university years. I reflected on the hurdles and challenges I experienced in making my social and emotional adjustments here in Ontario. Overall, the data from the conceptual analysis and auto-ethnography afforded a cross-comparison of the 3 university policies and helped me establish a set of recommendations for universities to incorporate multiple components of EI into their international university policies services to develop components like mindfulness, self-regulation, and stress management for the future international graduate students.