{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/19095"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/19095","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Internationalization of Higher Education: Exploring the Alignment Between Internationalization Policies and International Student Experiences","abstract":"Internationalization of higher education has been contested, debated, deconstructed, and reconstructed (Arif & Whatley, 2023; Kim et al., 2024). While some have discussed the end of internationalization (Brandenburg & De Wit, 2011) others have discussed reimagining or rebuilding this field of practice (Schecter & Merecoulias, 2023; Stein, 2021). The evolution of the internationalization of higher education in Canada is still happening at a rapid pace, which is worthy of attention (Guo & Guo, 2017; Heringer, 2020; Knight, 1997). The growing literature on internationalization in Canada (Beck, 2012; Knight, 1997; Stein, 2017; Stein & de Andreotti, 2016) remains oriented toward the experiences of international students, which indicates that there might be an inconsistency among the international student experiences and the policies and practices regarding internationalization (Chen, 2006; Garson, 2016; Guo & Guo, 2017; Kenyon et al., 2012; Zabin, 2022a). This study explores the alignment between these internationalization policies (federal, provincial, and institutional) and the lived experiences of the international graduate students in a mid-sized southern Ontario university. The study is based on the theoretical framework of transformational leadership involving qualitative research designs and focuses on two different types of analysis: a multiple case study along with a comprehensive policy analysis. The study results provide institutional stakeholders and policymakers with action-oriented policy recommendations and guidance for their appropriate implementation. These recommendations aim to improve the experiences of international students and sustain their enrolment by fostering a more inclusive environment conducive to both academic and professional transformation.","abstract_html":"Internationalization of higher education has been contested, debated, deconstructed, and reconstructed (Arif & Whatley, 2023; Kim et al., 2024). While some have discussed the end of internationalization (Brandenburg & De Wit, 2011) others have discussed reimagining or rebuilding this field of practice (Schecter & Merecoulias, 2023; Stein, 2021). The evolution of the internationalization of higher education in Canada is still happening at a rapid pace, which is worthy of attention (Guo & Guo, 2017; Heringer, 2020; Knight, 1997). The growing literature on internationalization in Canada (Beck, 2012; Knight, 1997; Stein, 2017; Stein & de Andreotti, 2016) remains oriented toward the experiences of international students, which indicates that there might be an inconsistency among the international student experiences and the policies and practices regarding internationalization (Chen, 2006; Garson, 2016; Guo & Guo, 2017; Kenyon et al., 2012; Zabin, 2022a). This study explores the alignment between these internationalization policies (federal, provincial, and institutional) and the lived experiences of the international graduate students in a mid-sized southern Ontario university. The study is based on the theoretical framework of transformational leadership involving qualitative research designs and focuses on two different types of analysis: a multiple case study along with a comprehensive policy analysis. The study results provide institutional stakeholders and policymakers with action-oriented policy recommendations and guidance for their appropriate implementation. These recommendations aim to improve the experiences of international students and sustain their enrolment by fostering a more inclusive environment conducive to both academic and professional transformation.","abstract_has_math":false,"creators":["Rakha Zabin"],"institution":"Brock University","degree_name":"Ph.D. Educational Studies","degree_level":"Doctoral","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":["Dr. Xiaobin Li"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-03-24T19:43:16Z","date_published":"2025-03-24T19:43:16Z","updated_at":"2026-07-24T01:23:18Z","subjects":["Internationalization of Higher Education","Educational Policy","International Student Experiences","Transformational Leadership","Qualitative Research"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10464/19095","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Dr. Xiaobin Li"]},{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Rakha Zabin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-03-24T19:43:16Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-03-24T19:43:16Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-03-24T19:43:16Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. Educational Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Internationalization of Higher Education","Educational Policy","International Student Experiences","Transformational Leadership","Qualitative Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10464/19095"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Internationalization of higher education has been contested, debated, deconstructed, and reconstructed (Arif & Whatley, 2023; Kim et al., 2024). While some have discussed the end of internationalization (Brandenburg & De Wit, 2011) others have discussed reimagining or rebuilding this field of practice (Schecter & Merecoulias, 2023; Stein, 2021). The evolution of the internationalization of higher education in Canada is still happening at a rapid pace, which is worthy of attention (Guo & Guo, 2017; Heringer, 2020; Knight, 1997). The growing literature on internationalization in Canada (Beck, 2012; Knight, 1997; Stein, 2017; Stein & de Andreotti, 2016) remains oriented toward the experiences of international students, which indicates that there might be an inconsistency among the international student experiences and the policies and practices regarding internationalization (Chen, 2006; Garson, 2016; Guo & Guo, 2017; Kenyon et al., 2012; Zabin, 2022a). This study explores the alignment between these internationalization policies (federal, provincial, and institutional) and the lived experiences of the international graduate students in a mid-sized southern Ontario university. The study is based on the theoretical framework of transformational leadership involving qualitative research designs and focuses on two different types of analysis: a multiple case study along with a comprehensive policy analysis. The study results provide institutional stakeholders and policymakers with action-oriented policy recommendations and guidance for their appropriate implementation. These recommendations aim to improve the experiences of international students and sustain their enrolment by fostering a more inclusive environment conducive to both academic and professional transformation."]},{"key":"dc:title","label":"Title","values":["Internationalization of Higher Education: Exploring the Alignment Between Internationalization Policies and International Student Experiences"]}]}],"canonical_facts":{"dc:contributor.advisor":["Dr. Xiaobin Li"],"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Rakha Zabin"],"dc:date.accessioned":["2025-03-24T19:43:16Z"],"dc:date.available":["2025-03-24T19:43:16Z"],"dc:date.issued":["2025-03-24T19:43:16Z"],"dc:description.abstract":["Internationalization of higher education has been contested, debated, deconstructed, and reconstructed (Arif & Whatley, 2023; Kim et al., 2024). While some have discussed the end of internationalization (Brandenburg & De Wit, 2011) others have discussed reimagining or rebuilding this field of practice (Schecter & Merecoulias, 2023; Stein, 2021). The evolution of the internationalization of higher education in Canada is still happening at a rapid pace, which is worthy of attention (Guo & Guo, 2017; Heringer, 2020; Knight, 1997). The growing literature on internationalization in Canada (Beck, 2012; Knight, 1997; Stein, 2017; Stein & de Andreotti, 2016) remains oriented toward the experiences of international students, which indicates that there might be an inconsistency among the international student experiences and the policies and practices regarding internationalization (Chen, 2006; Garson, 2016; Guo & Guo, 2017; Kenyon et al., 2012; Zabin, 2022a). This study explores the alignment between these internationalization policies (federal, provincial, and institutional) and the lived experiences of the international graduate students in a mid-sized southern Ontario university. The study is based on the theoretical framework of transformational leadership involving qualitative research designs and focuses on two different types of analysis: a multiple case study along with a comprehensive policy analysis. The study results provide institutional stakeholders and policymakers with action-oriented policy recommendations and guidance for their appropriate implementation. These recommendations aim to improve the experiences of international students and sustain their enrolment by fostering a more inclusive environment conducive to both academic and professional transformation."],"dc:identifier.uri":["https://hdl.handle.net/10464/19095"],"dc:language.iso":["eng"],"dc:subject":["Internationalization of Higher Education","Educational Policy","International Student Experiences","Transformational Leadership","Qualitative Research"],"dc:title":["Internationalization of Higher Education: Exploring the Alignment Between Internationalization Policies and International Student Experiences"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. Educational Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:18Z"}