Making it work: a grounded theory study of undergraduate international students' educational journey in Canada

Making it work: a grounded theory study of undergraduate international students' educational journey in Canada

With the increasing enrolment of undergraduate international students in Canadian universities, it has become essential to gain insights into their educational journey and the success strategies they employ to succeed. This study was designed to explore the ways in which undergraduate international students effectively manage their educational journey in Canada. The primary objectives were twofold: first, to identify the main concerns and strategies employed by international undergraduate students as they navigate their educational journey in Canada; and second, construct a substantive theory that explains how these students manage their educational journey. A constructivist grounded theory approach was used to examine the experiences of undergraduate international students studying at a university in New Brunswick, Canada. Data collection occurred during the COVID-19 pandemic, adding a unique context to some of their experiences. It was carried out through in-depth, semi-structured interviews involving 11 participants from diverse nationalities, spanning various stages of their educational journey, from first-year students to those in their final year. Constant comparative analysis facilitated the identification of emerging categories in the construction of a grounded theory. The central concern voiced by participants was the persistent drive to “make it work”. This entailed a proactive and resourceful approach to negotiating their journey, which involved navigating new educational environments, making connections, feeling supported, figuring it out and contributing to the success of their peers in making it work. International students demonstrate resilience, agency, and the ability to find solutions to obstacles. This study contributes to a deeper understanding of international undergraduate students’ experiences in Canada and their active roles in shaping their educational journey. By recognizing the proactive strategies they employ, stakeholders, including student support staff and the institutions, can develop targeted support services that facilitate those strategies and enhance the educational experiences of international students.

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