The Student's Voice: National Results of the 2018 CBIE International Student Survey
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H I N B RI
RC The Student’s Voice:
9
EF
RESEA
National Results of the 2018
NUMB
CBIE International Student Survey
IE
ER
CB
A U G U S T 2 0 1 8
T
he Canadian Bureau for International Education (CBIE) THE 2018 CBIE
has been studying, interpreting and sharing the experience INTERNATIONAL
of international students in Canada since 1988. The CBIE STUDENT SURVEY
International Student Survey is a unique, national dataset which
provides critical, holistic insights on the international student The 2018 survey was live
experience in Canada’s post-secondary institutions, from from March to May. In total,
pre‑arrival planning through study and post-study phases. 461,2 of CBIE’s university (31),
college (12) and polytechnic (3)
Since the inaugural edition As international student member institutions surveyed
of the annual International numbers in Canada reached their current international
Student Survey for A World of record highs in 2017, trends student populations. This
Learning in 2012, the number in local and global student group of institutions is diverse
of student respondents and mobility, geopolitics and and representative of the
the scope of knowledge and education generated greater Canadian post-secondary
trends illuminated through waves of impact in our landscape, yielding data that
the dataset have grown interconnected world. CBIE is are reliable and valid across
immensely. The survey pleased to amplify the voices the sector. As a national body
increasingly supports the of international students CBIE strives for regional and
international education who choose Canada for their linguistic representation in
sector’s capacity to drive post-secondary studies, to every data collection exercise.
informed, innovative celebrate their experiences In the 2018 survey institutions
practices through increased and their aspirations, and from all ten provinces are
familiarity with international to identify and support our represented: Seven institutions
students who choose to sector in maintaining quality are francophone, two are
study in Canada, and the post-secondary education officially bilingual, and the
stories they share with other experiences for students remainder operate in English.
prospective students. in Canada. CBIE received 14,228 complete,
1A U G U S T 2 0 1 8
Figure 1: Surveys completed by province of study
British Columbia
3,430 Newfoundland
Alberta Manitoba and Labrador
1,532 98 395
Saskatchewan
733 Ontario
2,933 Quebec
4,437
PEI
17
New Brunswick Nova Scotia
590 63
useable responses. This New Brunswick (590), As seen in Figure 2,
sample is an extraordinary Newfoundland and approximately 35% of
253% increase over 2015, Labrador (395), Nova Scotia (63), respondents are studying toward
making it by far the most Ontario (2,933), Prince Edward a bachelor’s degree, followed by
robust data source on the post- Island (17), Quebec (4,437) and 22% pursuing a master’s degree,
secondary international student Saskatchewan (733). 17% are enrolled in a doctoral
experience in Canada to date. program, and 13% are pursuing
Characteristics a diploma.
As shown in Figure 1, This sample of 14,228
the provincial representation post-secondary international As shown in Figure 3, most
of respondents is as follows: students represents 4% of all respondents are in their
Alberta (1,532), British post-secondary international first year (37%), second or
Columbia (3,430), Manitoba (98), students in Canada3. third year of a multi-year
Figure 2: Degree, diploma or certificate sought Figure 3: Year of study
Bachelor’s degree 35%
Master’s degree 22%
37% First year
Doctoral degree 17%
Diploma 13%
Post-graduate or
6%
post-doctoral certificate 31% Second or third
of multi-year
Certificate 3%
ESL/FLS program 2%
24% Final year of study
Associate degree 1%
Other 1% 8% Less than one year
2A U G U S T 2 0 1 8
Figure 4: Region of origin
Eastern Europe
and Central Asia
2%
Europe
12%
United States
of America
East Asia
6% Middle East and
23%
North Africa
10% South Asia
22%
Africa
Latin America 14%
and Carribean Oceania
11% and South PacificA U G U S T 2 0 1 8
Deciding to study
in Canada “I love the fact that we have so much more hands-on experience in all
In the survey, 29% of
the classes. I love the way the professors challenge you and work on
respondents had applied to
institutions in countries other improving your cognitive skills. I love the way we are guided through
than Canada before ultimately a course. I love the fact that the professors are passionate about
choosing their current what they teach.”
Canadian institution.
Natural sciences student from Moldova (F)
Of the students who applied
to study in another country,
over half (54%) applied to the market position comes into Australia and France than
US, 22% applied to the UK, clearer view (see Figure 7). China—the world’s third top
and 15% applied to Australia For example, while Canada’s study destination. In 2017
(see Figure 6). Adding to the top two competitors for for the first time Canada
analysis the 2017 Project Atlas international students are the leapt ahead of both of these
figures detailing top study top hosts of all international competitors (Australia and
destinations of international students (US and UK), Canada France) with regard to total
students worldwide, Canada’s competes more directly with market share.
Figure 6: Countries to which students applied before choosing Canada
Germany Sweden
10% 2%
United Kingdom
22%
The Netherlands
3%
United States France
of America 13%
54% China
Switzerland 4%
2%
Australia
15%
New Zealand
2%
4A U G U S T 2 0 1 8
Figure 7: Top higher education host destinations Canada offers a society
that, in general, is tolerant
United States 1,078,822 and non-discriminatory:
79% said this was either
United Kingdom 501,045 essential (34%) or very
important (45%); and
China 442,773
Canada 370,975 Canada’s reputation as a safe
country: 78% said this was
Australia 327,606 either essential (36%) or very
important (42%).
France 323,933
Russia 296,178
HOW DO
INTERNATIONAL
Germany 251,542 STUDENTS CHOOSE
THEIR INSTITUTION?
Japan 171,122
When choosing an institution
Spain 94,962
in Canada, international
Source: Project Atlas, 2017 students again consider a
multitude of factors. According
Students choose their study financial considerations. In to the survey, the top three
destination based on a variety the 2018 survey the top three reasons that international
of factors including academic reasons that international students choose to study at
reputation, flexibility and students chose to study in their institution are as follows:
duration of programs, the Canada were:
international prestige of a The quality of education
qualification from a particular The reputation of the at this institution: 84%
country/institution, admission education system in Canada: said this was either
policies, permanent migration 82% said this was either essential (37%) or very
and employment opportunities, essential (36%) or very important (47%);
cultural/linguistic links and important (46%);
The prestige of a degree/
diploma from this institution:
75% said this was either
“The startup community and faculty members are incredibly kind, essential (32%) or very
empathetic and supportive people... Professionals both inside and outside important (43%); and
the university whom I have had the pleasure to interact with continue
The availability of a particular
to encourage me and help me where they can to pursue my goals and
program at this institution:
improve every day and that means the world to me.”
68% said this was either
Student from Trinidad and Tobago (M) essential (29%) or very
important (39%).
5A U G U S T 2 0 1 8
ARE STUDENTS Student success the students indicated their
SATISFIED WITH Almost all students (95%) intention to remain in Canada
THEIR DECISION TO stated that they are succeeding in order to obtain further
STUDY IN CANADA? in meeting the academic education. Students who
demands of their program, wished to remain in Canada
As shown in Figure 8, the with 57% responding that to study were most likely to
vast majority of international they are having a lot of success pursue further education in
students are satisfied with and 38% responding that a different institution (25%)
their educational experience in they are having some success while 21% indicated they
Canada. Approximately 93% of (see Figure 9). Students were would remain at their current
students stated that they are considerably less likely to institution (see Figure 11).
either satisfied (55%) or very report the same degree of
satisfied (38%), and 96% of success in becoming involved Over two-thirds (70%) of
students would definitely (67%) in campus activities, with all students indicated their
or probably (29%) recommend just 73% responding that intention to find work in Canada
Canada as a study destination. they are either having a lot following their studies. Working
of success (29%) or some
success (44%) in this regard.
Figure 8: WHAT DO Figure 9:
Satisfaction with educational INTERNATIONAL Success meeting academic demands
experience in Canada
STUDENTS PLAN
TO DO AFTER
THEIR STUDIES? 38%
38%
Future citizens 57%
55% In the 2018 survey, 60%
of all respondents indicated
their intention to apply for
permanent resident status A lot of success Some success
Satisfied Very satisfied
in Canada in the future (see
Figure 10). This is a marked Figure 10:
jump from the 51% of Do you plan to apply for permanent
29%
respondents who indicated resident status in Canada?
this intention in 2015. 10%
29% 44%
Study and work plans
In the years immediately
60%
67% following their studies even 30%
more students intend to
remain in Canada at least on A lot of success Some success
Definitely Probably a temporary basis to study
recommend recommend and/or work. Almost half of Yes No Not sure
6A U G U S T 2 0 1 8
Figure 11: Study plans following current program of study
None, I do not have any plans to further my education 43%
Study for another degree/diploma at another Canadian educational institution 25%
Study for another degree/diploma at this institution 21%
Study for another degree/diploma in a country that is neither Canada nor my home country 7%
Study for another degree/diploma in my home country 4%
Figure 12: E
mployment plans following current program of study
Work permanently in Canada (become a permanent resident of Canada) 49%
Work for up to three years in Canada, before returning home 21%
None, I do not have any work-related plans 13%
Look for work in my home country 9%
Look for work in another country that is neither Canada nor my home country 5%
Return to previous job in my home country 3%
permanently in Canada was the while 14% indicated that they students where 31% indicated
more likely option, with 49% of were married and 4% identified that they were married and
all respondents indicating this as being in a common-law 9% identified as being in a
intention, while an additional relationship (see Figure 13). common-law relationship.
21% expressed their intention
to work on a temporary basis The number of married or Of those students who
in Canada for up to three years, common-law students was indicated being married or
before returning to their home considerably higher for doctoral having a common-law spouse,
country (see Figure 12). 64% indicated that their
spouse had accompanied them
Dependents Figure 13: to Canada for their studies
A new feature in this year’s Marital status of and of those, 57% indicated
survey was an exploration of international students satisfaction regarding the
the experience of international institutional support their
students who have dependents spouse had received to
82%
(spouses and/or children) settle and integrate into
who may or may not also the community.
be in Canada during the
respondent’s studies. 14%
Children
A small number of
4%
Marital status students (7%) indicated
Of all students surveyed, Single Married that they had children, with
82% of respondents indicated Common-law
almost half of these (49%)
their marital status as single, relationship having one child, 33% having
7A U G U S T 2 0 1 8
two children and 18% having hottest housing markets of for students in the more
more than two. Vancouver, Toronto, Victoria, difficult housing markets the
Calgary and Hamilton/ percentage of students citing
The number of doctoral Burlington. In these cities problems grows to 55%, with
students with children was 46% of students indicated 20% indicating that arranging
highest with 16% having at feeling very concerned about accommodation for their studies
least one child. being able to cover the cost was a big problem.
of their accommodation.
Two-thirds (67%) of students INDIGENOUS
with children were accompanied Just under half (48%) of IDENTITY AND WAYS
by their children in Canada for students indicated that OF KNOWING
the duration of their studies arranging for a place to live
and, of those, 58% indicated prior to arrival was problematic, The CBIE International Student
satisfaction regarding the with 15% indicating it was a big Survey is a tool which can
institutional support their problem, and 33% indicating indicate how international
children had received to it was somewhat of a problem. students experience themes at
settle and integrate into When analysing the situation the fore of Canada’s education
the community. sector. This year, at the
request of CBIE members, the
Housing survey collected data relating
Housing is one of the largest Figure 14: to Indigenous identity and
costs an international student Types of accommodation ways of knowing in order
in Canada will incur. In many 32%
to deepen the education
housing markets during the past sector’s appreciation of the
few years both affordability and intersectionality that many
accessibility have decreased, international students bring
15%
calling for close monitoring of with their own Indigenous
the situation by stakeholders identities, and understand
across the international 32%
14%
how international students
education sector. experience Indigenous
3%
1%
3%
knowledge during their
While almost all (97%) of studies in Canada. CBIE
Room, apartment, or house
respondents feel safe in their that I am renting by myself and its members are deeply
accommodation, 79% of Room, apartment, or house grateful to experts from the
that I am renting with people
respondents indicated feeling who are not family members Assembly of First Nations
either somewhat (42%) or very University or college (AFN), the Métis Nation and
residence
concerned (37%) about being Inuit Tapiriit Kanatami (ITK)
Room, apartment, or house
able to cover the cost of their that I am renting with for lending their careful
accommodation. members of my family consideration and guidance
Homestay (that is, living in designing the questions
with a host family)
That number climbs to relating to First Nations,
In a condominium or house that I
84% for students studying at (or a family member) purchased Métis and Inuit knowledge
institutions in Canada’s five Other and culture in Canada.
8A U G U S T 2 0 1 8
appreciation for Indigenous
issues somewhat (41%)
“The most positive aspect of my studies in Canada is that I had
or very much (34%).
the opportunity not only in the academic field but personally too,
getting to know people from many different cultures.” When asked to describe what
Engineering student from El Salvador (M) they recalled learning about
the knowledge and cultures
of First Nations, Inuit and
Métis peoples, respondents’
comments ranged from deeply
Indigenous identity and cultures since arriving troubling and negative, to
International students to study at their current neutral and indifferent, to
were asked if they identify Canadian institution. Just constructive and positive. The
as Indigenous to their home under half (46%) responded following are curated comments
country. In the absence that they had learned about demonstrating some promising
of a clear and universal Indigenous history and practices at institutions and
definition of the term, many cultures. Respondents studying testimonials about their impact:
respondents (19%) indicated at a university were slightly
that they didn’t understand more likely (48%) to indicate “I have learned about the
the question. An additional that they had learned about people whose land my
17% indicated that they were Indigenous ways of knowing, university resides on and
unsure, while 52% definitively cultures and history than their how to mend the gap of
answered ‘no’ and 12% did peers at the polytechnic and knowledge.” International
identify as Indigenous to college level (36%). student pursuing studies on
their home country. the traditional and unceded
Just over half of respondents territory of the Abenaki
Of those respondents who who had learned about people and the Wabenaki
identified as Indigenous to their Indigenous ways of knowing and confederacy (M)
home country, 46% (just under cultures indicated that this took
800 respondents) were able place in the classroom (54%), “... There have been several
to articulate the Indigenous followed by the media and events where our university
group or groups that they fellow students (both 45%), has invited the Chief and
identify with. campus events (36%) and local several other people from
Indigenous organizations the Mi’kmaq tribe of First
International student (on campus or in the Nations. Through these
experience with community, 27%). events I learnt the history
Indigenous identity of Mi’kmaq and how they
and ways of knowing Among respondents who had were the first civilization in
International students were learned about First Nations, Nova Scotia. Our university
asked if they had learned about Inuit and Métis ways of knowing has a tradition of celebrating
Indigenous (First Nations, and identity, 75% indicated that Mi’kmaq festivals and
Inuit and Métis) knowledge this learning had increased their also, the traditional dance,
9A U G U S T 2 0 1 8
before several big university
events.” International
“The most positive part has been the student-centric, enquiry based
student pursuing studies on
approach to education in my institution. The instructors listen to
the ancestral and unceded
territory of the Mi’kmaq opinions from all students and provide a safe space for everyone
People (F) to speak up.”
Education student from India (F)
“We organized a workshop
on Mi’kmaq language. Prior
to that, we talked about
Indigenous Knowledge in
several different courses in the things I heard from my and 75% indicated that
the Bachelor of Education.” friends wasn’t true at all.” the opportunity to work in
International student pursuing International student pursuing Canada following their studies
studies on the ancestral and studies on the traditional was essential (42%) or very
unceded territory of the unceded territory of the W last important (33%) in their
e e
Mi’kmaq People (F) kwiyik (Maliseet) and Mi’kmaq calculation to choose Canada
Peoples (M) as a study destination.
“Many classes have focused
on the colonization of the “I’ve learned about how first As we saw earlier in this
country and its negative nations peoples managed chapter, 21% of survey
effects on Indigenous landscapes and ecosystems respondents intend to work
peoples. During my second prior to colonization.” for up to three years in Canada
year, an office run by International student pursuing before returning home, while
First Nations women was natural sciences studies on the almost half intend to work
established as a means to unceded territory of the Coast permanently in Canada and
better educate the campus in Salish peoples (M) become a permanent resident.
its entirety. Additionally, the
past 2 years have been ‘year EMPLOYMENT Growing and supporting
of Indigenous knowing’ employability
and a ‘year of Indigenous For the majority of Students responded strongly
study.’’ International student international post-secondary that their Canadian education
pursuing studies on the students in Canada the had been beneficial for preparing
traditional unceded territory of opportunity to work during them for employment in Canada
the W last kwiyik (Maliseet) and after their studies is a key with 87% saying it has been
e e
and Mi’kmaq Peoples (M) driver for deciding to study somewhat (33%) or very (54%)
in Canada. Almost two-thirds beneficial.
“O ne day an Indigenous girl of respondents indicated
came to talk at a campus that the opportunity to work Just over half (54%) of
event about her culture and while studying in Canada respondents indicated that
experiences and I learned a was either essential (29%) they had accessed career
lot, I realized that most of or very important (33%) services at their institution.
10A U G U S T 2 0 1 8
Figure 15: Challenges finding employment
I don’t have enough work experience 52%
I have not found appropriate jobs to apply to 37%
I have no time to work 33%
I struggle to describe my skills and abilities 29%
Canadian employers don’t understand that I can legally work in Canada 13%
Of those who had made use of “Canadian employers are
such services, 19% were very disregarding international
“Canada is welcoming, friendly,
satisfied and 60% indicated work experience. They want
they were satisfied with the and cheerful and that makes references and Canadian
support they received. me feel good in spite of being work experience.” (M)
thousands of miles away
Employment experience from home.”
“One challenge is the
during studies difference of how to present
Business student from India (F)
We asked students who my Resume, CV, Cover letter
indicated that working during and the difference of work
studies was important to them culture between my country
if they had success in finding and Canada.” (F)
and maintaining employment. finding appropriate jobs to apply
Just under half (43%) of this to (37%), and having no time to “Upon receiving my study
group were employed at the work (33%) (see Figure 15). permit Immigration
time of the survey. When asked representatives stated that
about the top three financial In addition to the challenges I am prohibited from work
supports that are helping above many students with no reason.” (F)
respondents to pay for their offered their perspectives
education in Canada, 16% of about different and often “Networking takes A LOT of
all students surveyed indicated compounding challenges time (and I don’t have this
that on-campus work income with regard to working as an time during my studies)
was a top source. international student during and we need to network
their studies. Some of these a lot before having an
Of those who were not working, challenges included a sense opportunity.” (M)
56% indicated that they were of employer discrimination
having difficulty finding work. against international work CONCLUSION NOTES
When asked about the challenges experience, cultural differences,
in finding work, this group of eligibility to work in Canada As Canada’s international
respondents indicated their top and the challenge of investing student population continues
challenges as: not having enough scarce time and energy to grow and institutions
work experience (52%), not into networking: prioritize internationalization,
11A U G U S T 2 0 1 8
data—quantitative stakeholders to enhance this perspective and growing
and qualitative—become experience and, in so doing, student sample over these
increasingly important. realize their own objectives. five iterations, CBIE will
delve into major trends
CBIE provides analysis and This year marked the over time and conduct more
mobilizes the International fifth iteration of the CBIE detailed analyses in order
Student Survey data in order International Student to increase the capacity of
to grow understanding of Survey and a major the international education
the international student increase in institutional sector to make informed
experience and to support participation and student decisions and develop
institutions, organizations, response. Through the even stronger policies
governments and other expanding longitudinal and programs.
CBIE RESEARCH IN BRIEF
Canadian Bureau for International Education
ISBN: 978-1-894129-99-2 Canadian Bureau for International Education Visit the CBIE research library
ISSN: 2368-3333 220 Laurier Avenue West, Suite 1550 cbie.ca/research-library
Key title: CBIE research in brief Ottawa, Ontario K1P 5Z9
Learn more about our research
The views expressed in this 613-237-4820 and data analysis services.
paper are those of the authors. www.cbie-bcei.ca
Également disponible en français research-recherche@cbie.ca
© 2017 CBIE
ENDNOTES
1 Assiniboine Community College, Bishop’s University, Bow Valley College, Camosun College, Collège communautaire de Nouveau Brunswick,
College of New Caledonia, Concordia University, Fanshawe College, Institut national de la recherche scientifique, King’s at Western University,
Langara College, LaSalle College, Laurentian University, Loyalist College, MacEwan University, McGill University, McMaster University,
Memorial University of Newfoundland, Mount Allison University, Mount Saint Vincent University, New Brunswick Community College, Niagara
College, Nipissing University, Northern Alberta Institute of Technology, Royal Roads University, Saskatchewan Polytechnic, Simon Fraser
University, Southern Alberta Institute of Technology, St. Thomas University, Thompson Rivers University, Université de Moncton, Université
de Montréal, Université de Saint-Boniface, Université du Québec à Rimouski, Université Laval, University of Alberta, University of New
Brunswick, University of Northern British Columbia, University of Ottawa, University of Prince Edward Island, University of Regina,
University of Saskatchewan, University of Victoria, Vancouver Community College, Vancouver Island University, Western University
2 Participating institutions may access raw data, custom datasets and comparative analysis.
For more information contact communication@cbie.ca.
3 This sample represents approximately 3.8% of all post-secondary international students in Canada according to 2017 data
reported by Immigration, Refugees and Citizenship Canada (370,975 study permit holders at the post-secondary level).
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