Introduction

1.1 Context and Background

PSE institutions have become increasingly dependent on international student enrolment with all increased operating spending over the past 14 years attributable to international student fee revenue.2 Yet, international students have also been relied upon to address labour market gaps in Canada, both during their studies and afterwards on post-graduate work permits (PGWPs) and, for some, as they transition to permanent residency in Canada. In 2019, nearly four in 10 new economic-class immigrants to Canada had prior experience as international students.3 Canada has made a strong push until recently to encourage students from abroad to study in Canada due to the many benefits they can provide nationwide. Recent reforms in 2024 have created challenges for international students considering their post-secondary experience in Canada.4  

What has often been missing from these debates is evidence rooted in the real-life experiences of international students transitioning from school to work in Canada. This includes their motivations, the barriers they face, and the pathways that have enabled them to join the workforce. The existing literature has yet to explore these factors in depth. Programs and supports that help international students thrive in Canada have the potential to improve their experiences significantly. Work-integrated learning (WIL) is a key pathway to assisting international students to obtain hands-on learning that can provide a strong foundation for future success.

This project explores international students' in-study work and work-integrated learning (WIL) experiences during their journeys through postsecondary education in Ontario. A mixed-method approach has been taken to better understand the outcomes and experiences of current and recently graduated international students in Ontario. This research aims to shed light on international students' motivations, expectations, and labour market outcomes since 2020.  

The report incorporates several research elements, including a series of Ontario-based post-secondary focus groups of current and recently graduated international students, stakeholder interviews, a scan of existing literature, and post-secondary and labour market survey data analysis. The findings and recommendations can inform efforts in the post-secondary education system to improve the quality and opportunity of in-study employment and its relevance to pathways to permanent residence for international students who seek to stay in Ontario. 

1.2 Purpose & Scope

This study examines diverse WIL models across Ontario colleges and universities, including cooperative education, internships, field placements, and community-based learning. Focusing on international students’ perspectives, experiences, and challenges, the project seeks to produce a nuanced understanding of how labour market dynamics and the international education experience intersect with WIL opportunities.

This paper synthesizes existing literature surrounding WIL programming, including identifying systemic barriers international learners face. We then analyze findings from the qualitative focus groups and interviews we conducted, which are further characterized by quantitative analysis of student experience surveys and post-graduation labour market outcomes of WIL participation.

While the focus primarily remains on Ontario, the study also draws on Canadian research in international education to contextualize practices within the Canadian postsecondary landscape.

Conscious of institutional variations, the findings reflect a multi-layered approach, acknowledging differences in student demographics, recent international education reforms, and barriers to labour market integration. The conclusions offer evidence-based recommendations for postsecondary leaders, policymakers, and community partners. By situating the lived realities of international students at the forefront, this study aims to inform strategic, sustainable recommendations that foster inclusive and robust WIL ecosystems in the postsecondary education landscape and aid students who wish to work and live in Canada after graduation.

1.3 Methodology and Rationale

The study adopts a mixed-methods approach to capturing the experiences of Ontario-based current and recently graduated international students participating in WIL during diploma and bachelor’s level education. Qualitative findings were gathered through semi-structured interviews and focus groups of international students, with subject matter expert interviews conducted to shape the literature review. These sessions provided an in-depth look into personal motivations, in-study work, and barriers to WIL-related experiences, revealing nuanced information not readily available in quantitative approaches. Further details, including recruitment criteria, are available in the appendix.

The quantitative findings are organized into two sub-sections. The first connects qualitative findings through the focus groups with data from the 2023 Canadian Bureau of International Education's international student survey. The second uses the 2023 National Graduates Survey, administered by Statistics Canada, to longitudinally track the post-graduation experience of postsecondary graduates to investigate the relationships between WIL participation, in-study work, and labour market outcomes three years after graduation. 

The rationale for the mixed-methods approach is to integrate both breadth (quantitative) and depth (qualitative) to understand international student WIL participation. The complementary perspectives contribute to a comprehensive understanding of the WIL ecosystem in Ontario international student education. The methodology offers insight into what international students experience and why they may experience differences in WIL participation relative to their counterparts.

Research Questions

The inquiry is structured by three guiding questions:

1. What are the motivations and aspirations of current international students and recent international graduates in Ontario regarding their employment and immigration pathways?
2. What are international students' in-study work and WIL experiences in Ontario, and how do they compare across university and college experiences and fields of study?
3. What actionable insights about international student experiences in studies, work and life in Ontario could help inform institutions and policies in postsecondary and adjacent domains (e.g. workforce development, immigration)?

3. Focus Group Findings

3.1 Data & Methods 

This section takes a qualitative approach to explore the aspirations and experiences of international students in Ontario with WIL and in study-work through focus groups. Informed by the literature review and surveys about student motivations and outcomes regarding employment pathways, the focus groups explored: 

• The employment and career pathway motivations and aspirations of current and recently graduated international students choosing Ontario as a study destination; 
• Their perceptions of whether and how programs and services, within and outside postsecondary institutions, appropriately supported the attainment of their employment pathway goals; and 
• The experiences of recent graduates who have remained in Ontario with transitions to the labour market (or other pathways like graduate education) and the relationships between the world of work and their experiences of WIL and in-study work during their studies. 

It will also incorporate data from the 2023 International Student Survey (ISS), encompassing responses from approximately 13,000 international students in Ontario. The ISS provides insight into the realities of WIL and in-study employment.

The methodological approach featured five in-person and virtual focus groups held at Ontario universities and colleges, each with 6 to 15 participants in Fall 2024. The timing of this research followed the major changes to international student policy in Canada, which may have directly impacted student responses. Three focus groups engaged current international public college and undergraduate university students. The other two engaged recent international public college and undergraduate university graduates (2 to 3 years after completion) who have remained in Ontario. One group of students—recent university graduates—was interviewed individually due to challenges with coordination.

Recruitment involved engaging a cohort of students from a diversity of origin countries and programs, representing both STEM and non-STEM fields, which was informed through exploratory research during study design. To ensure participants both meet the criteria and accurately represent the diversity of the international student population in Ontario, the project team developed a pre-focus group questionnaire to screen for various demographics, which included income, source country, gender identity, racial identity, program, income amongst other characteristics. We elaborate further on our approach in the appendix.

3.2 Focus Group Thematic Analysis

The following section provides a synthesis of the findings from the focus groups. The following findings are based on the experiences and perceptions of focus group participants as current or recent international students in Canada and organized by the order of questions and emerging themes.

3.2.1 Benefits and Opportunities of Balancing International Study and WIL

International students are drawn to Canada by the promise of quality education and opportunities to work after graduation. Some participants indicated that their expectations of attaining a high-quality Canadian education aligned with their experiences, particularly in accessing education that supports their career goals. However, this was not always the case, as other participants noted that policy shifts prevented them from transitioning to meaningful work after graduation. 

Ontario’s institutions offer diverse, competitive programs that attract students worldwide. Many participants cited university rankings, faculty expertise, and program reputation as key factors in their decision-making. The province’s emphasis on industry-aligned learning was also a significant draw. 

International students indicated that Ontario offers a diverse job market, making it a preferred destination for some students transitioning from education to employment. Toronto, in particular, was cited as a hub for high-demand fields such as technology, transportation, and healthcare. Participants also highlighted being motivated by the opportunities to transition into specialized fields like supply chain management, psychology, and pathways to entrepreneurship. 

Many focus group participants successfully transitioned into roles aligned with their desired industries, applying the skills gained from their studies. This highlights Ontario’s ability to connect education with students’ career aspirations and workforce demands. While these aspirations were realized for participants who successfully transitioned into their respective fields, the literature shows that political and economic shifts have limited the ability of international students to secure employment.

For many, studying in Canada was part of a long-term plan for permanent residency. While recent reforms limited the availability of the Post Graduate Work Permit (PGWP), Canada is still considered an attractive choice over other international study destinations. Participants saw education as an investment in their future, reinforcing their motivation to remain and contribute to the economy. 

According to the 2023 ISS, students participating in WIL are more likely to report that their academic programs are directly related to their career goals, particularly among bachelor-level students.

Ontario’s quality education, career opportunities, and culturally diverse population solidify its status as a top destination for international students. However, aligning these expectations with reality remains challenging for many seeking meaningful employment and long-term residency post-graduation.

3.2.2 Barriers and Challenges Faced by International Students

Financial strain, policy shifts, and employment restrictions create significant barriers. Participants noted that securing different types of employment is difficult due to economic conditions, a lack of Canadian experience, and employer hesitancy. Many students struggled to find on-campus jobs, facing fierce competition and unclear hiring processes.

Many participants were excluded from jobs due to their international student status, and specific roles and funding were restricted to domestic students. Policies limiting work hours further hindered employment opportunities, making it harder to gain relevant Canadian experience.

Participants highlighted high tuition, expensive housing, and a lack of financial safety nets as their most pressing challenges. Many students relied on part-time work to cover costs, but competition and policy restrictions made finding continuous employment difficult. Moreover, being international students and holding a temporary status often prevented some of them from accessing certain tuition support, such as scholarships and other forms of financial aid, that are otherwise available to their domestic counterparts.

Many students initially saw Canada as an accessible pathway to permanent residency (PR), but recent immigration policy changes have made it more challenging to stay in Canada. New language and financial requirements, reduced PR opportunities, and work restrictions have forced many to rethink their long-term plans. Due to the various changes to the immigration system, current students indicated that they are considering alternative pathways postgraduation, such as exploring further education in Canada and other countries or even returning home to apply new skills gained through Canadian experience and education.

3.2.3 Work-Integrated Learning for International Students

One key way to support international students is by improving access to opportunity through Work-Integrated Learning (WIL), which benefits international students through Canadian work experience, skills development and future employment opportunities. The focus group findings highlight how WIL enhances career pathways and reveal its benefits and challenges.

Participants engaged in co-ops, internships, and work placements across technology, healthcare, communications, childcare, and research roles. Roles varied from entry-level positions to more specialized roles, offering hands-on learning. Some opportunities were mandatory or optional within programs, while others required students to secure placements independently. 

Examples of roles included data and software analysts, research assistants, communications and media assistants, and student ambassadors. Each offered unique opportunities for skill development and professional growth. Participants mentioned that some programs offered co-op placements as optional or mandatory curriculum components. Despite this variation, many participants who completed Work-Integrated Learning (WIL) still found the experience valuable, as it provided a meaningful work experience. 

Additionally, participants noted the significant value of being exposed to the Canadian workplace. Many described how these experiences offered a clear insight into what an ideal workplace could look like before they graduated, providing them with an understanding of organizational culture and professional dynamics. Some participants with prior work experience from their home countries felt that these experiences helped validate their employment experience and allowed them to showcase skills that may have been difficult to demonstrate in the Canadian context. 

Participants emphasized that WIL prepared them for post-graduation careers by providing industry-relevant experience, networking opportunities, and a potential transition to full-time employment. This was particularly valuable for those new to Canada’s workforce. WIL provided the next direct step in establishing one’s professional abilities, as employers already have a good grasp of an individual’s skills, capabilities, and the value they add to the workplace. Fulfilling a key motivation and advantage of WIL, many participants transitioned to full-time roles, demonstrating its role as a stepping stone to fulfilling and relevant employment arrangements. Many participants leveraged WIL contacts for job referrals, which was particularly beneficial for those without prior Canadian work experience.

WIL provided practical exposure, bridging academic knowledge with real-world applications. Participants reported that WIL enhanced their technical skills, teamwork, and problem-solving abilities, giving them an edge in the Canadian job market. They spoke about the valuable lessons they learned from applying their academic knowledge to tangible work situations, helping to solidify their understanding and competency. WIL was also seen as beneficial, as some full-time opportunities allowed participants to generate additional income to help cover their expenses.

According to the 2023 ISS, Ontario-based international diploma-level students were most likely to engage in WIL during their studies. 

According to the 2023 ISS, almost all Ontario-based international students who participate in WIL report these experiences are directly aligned to their career paths

3.2.4 Barriers to accessing WIL

Multiple barriers, notably a lack of access, prevent international students from connecting to WIL. While participants reported a range of benefits stemming from WIL, they also reported barriers to accessing it. Access to part-time work while in study sometimes mitigated the extent of these barriers. The barriers participants spoke of related to inconsistent information and support for accessing WIL. 

WIL remains a critical but unevenly accessible pathway for international students, reinforcing the need for equitable access to paid, career-aligned work opportunities. Recent graduates who have already started transitioning into the labour market have cited examples of critical educational resources and support, including access to career/employment services, referrals and recommendation letters from professors, and hands-on volunteer opportunities.  

While WIL provided career advantages, challenges remained. Many students reported difficulties accessing paid WIL opportunities, with some relying on unpaid work or volunteer roles to gain experience. Examples of volunteer positions included support roles at their institutions and research assistantships for professors within their programs.

Focus group participants identified a range of barriers that hindered their access to work-integrated learning (WIL) opportunities. While some felt well-supported in obtaining WIL opportunities, many others expressed frustration with their programs' and WIL offices' lack of support. This forced some participants to secure placements independently. The shortage of quality placements further exacerbated these difficulties. While participants were willing to take the initiative, many expressed a desire for more support and guidance in navigating the process.

Participants frequently cited confusing or incomplete information about WIL eligibility and processes, making access unpredictable. This issue was particularly pronounced for international students, who were required to undergo different processes and requirements. These inconsistencies impeded individuals’ ability to access WIL in a timely manner or even prevented them from participating in a WIL experience. 

Adding to this burden, several students reported the challenge of paying co-op fees that did not always guarantee them access to a WIL opportunity or any type of support from their institution in securing one. This financial burden, coupled with the uncertainty, added to the hurdles to accessing this beneficial experience.

According to the 2023 ISS, Ontario-based international students in diploma and certificate programs reported higher levels of WIL participation and in-study employment.

3.2.5 In-study work for international students

Many international students work part-time while in school to support themselves and obtain Canadian work experience. They indicated that they held various part-time roles while completing their studies. These roles provided additional earnings to cover their living expenses and served as official Canadian experiences, equipping them with valuable employment skills. However, in-study work was difficult to access due to international student restrictions. 

According to the 2023 ISS, over three-quarters of college-level international students reported in-study employment being ‘absolutely required’ for tuition and living expenses

Participants who found work in retail, customer service, research, and hospitality gained valuable soft skills such as communication, teamwork, and time management, as well as technical skills in data analysis and public speaking. Many participants also reported significant improvements in their technical skills through their diverse roles in part-time employment. Their experiences provided opportunities to become proficient with various technologies in different settings. Their exposure offered practical, real-world experience in applying these skills across various tasks and challenges, further preparing them for success in digitized work environments.

In their part-time work experiences, participants highlighted the importance and value of networking. According to various participants, both recent graduates and current students, part-time work has helped them expand their professional networks and leverage their connections to access other employment opportunities.

5. Discussion

In an increasingly competitive global education landscape, Ontario (and Canada) have been positioned as an attractive destination by combining high-calibre academic programs with the opportunity for international students to remain in the country for work experience afterward. However, recent unsustainable system growth and the 2024 immigration reforms to reduce study permit issuance, which address integrity issues in the International Education Program, create uncertainty for the years ahead. The influx of students puts mounting pressure on the postsecondary system, community services, and labour market structures meant to support them. 

International students often arrive expecting to parlay their Canadian credentials into substantive work experience and, in many cases, permanent residency. While the PGWP pathway remains, the paths to obtaining these permits are becoming increasingly stringent. Changes in policy or processing delays can also introduce uncertainty, creating a precarious environment for students planning their futures on Canadian soil.

A primary challenge is bridging academic learning with workforce pathways. While WIL programs are ideally suited for this purpose, not all international students can access them. Even when WIL is an option, placement availability is often capped, leading to stiff competition. Students may face eligibility requirements around GPA or language proficiency, while some departments simply lack the industry partnerships necessary to support a robust co-op or internship pipeline. 

Despite these challenges, the lived experiences of international students highlight that WIL can truly empower their aspirations with the right resources. They find that co-op programs, internships, or practicum courses allow them to build relationships with professionals who can offer mentorship, references, and even full-time employment opportunities after graduation. In essence, WIL operates as a critical stepping stone, bridging the gap between academic theories and real-world competencies in a way that benefits both the student and potential employers.

Consequently, many international students who cannot secure WIL placements turn to part-time in-study work. These students face the dual pressure of academic deadlines and job responsibilities. As a result, numerous students resort to part-time or casual in-study work, which may provide financial relief but does not necessarily align with their career trajectories. This mismatch can result in graduates who have strong theoretical knowledge but lack targeted, hands-on industry exposure, which can complicate their job search once they’ve completed their studies.

The postsecondary system, employers, and policymakers can take steps to improve WIL and work opportunities for international students. For instance, institutions can prioritize expanding WIL eligibility, seek industry partners across diverse sectors, and provide enhanced career resources for international students. Governments can work to ensure that international students consistently have access to WIL and that WIL experiences are consistently valued in paths to permanent residency. Employers, too, can play an active role by recognizing the value international students bring and offering them more equitable access to internships and entry-level positions.

Ultimately, the objective measure of success will be student outcomes: the number of international graduates who secure employment in their fields, attain permanent residency and settle into Canadian life with a sense of fulfillment and purpose. Achieving these outcomes will require collaboration among policymakers, educational institutions, and employers, all working toward making Canada a place where international students can thrive.

Appendix

Recruitment and Selection

To initiate participant recruitment, the research team first submitted a comprehensive research ethics board (REB) application at TMU. This application was successfully accepted and helped expedite REB approvals for other institutions. From there, the team made connections with institutions and contacted staff of international student and alumni offices for recruitment support. These offices disseminated promotional materials and questionnaires to potential participants directly via email or social media.

Recruitment involved engaging a cohort of students from a diversity of origin countries and programs representing both STEM and non-STEM fields, which was informed through preliminary research during study design. To ensure participants both met the criteria and accurately described the diversity of the international student population in Ontario, the project team developed a pre-focus group questionnaire as part of the REB package to screen for various demographics.

Focus Group Demographic Data

Demographic Data 

This section contains tables synthesizing the demographic data from the focus group screener for all current and recently graduated students engaged in the focus groups. The N in each table title accounts for the total number of respondents who answered the question. The screener included ‘select all that apply’ type questions. Some percentage columns of this question type may not sum up to 100 per cent, as participants were allowed to include more than one response. In these cases, column totals were excluded. 

Table 1: Region of Origin (N=47)

Most focus group participants were from India, followed by Southeast and East Asia.

Table 2. Race category (N=47)

About a third of the focus group participants identified as South Asian. 

Table 3: Gender identity (N=47)

About two thirds of participants identified as women.

Table 4. Age (N=47)

Over half of the focus group participants were between 20-24 years old.

Table 5. Current annual income (N=47)

Focus group participants had varying income levels, with about a fifth of participants who reported earnings earning less than $5,000 a year.

Table 6. Fields of study (N=47)

The categories in the screener were re-coded into broader categories, which are included below. Based on the data, about one-third of the participants studied in business or finance, followed by almost a third in STEM and the remainder in Liberal arts or other fields. 

Table 7. Work-integrated learning and In-study employment (N=47)

The screener data shows that many focus group participants had more than one type of employment experience during their studies. About two-thirds participated in WIL, three-quarters participated in part-time off-campus work, and less than half participated in part-time on-campus work.

Table 8. Types of WIL experiences (N=31)

For both current students and recent graduates, participants were able to undertake a variety of WIL experiences. The most common type was Co-op (39 per cent), followed by work experience (39 per cent) and internships (26 per cent).

Qualitative Focus Groups Extended Thematic Analysis

This section provides supplementary information from focus group participants on the themes derived from discussions.

Challenges of adapting and transitioning into Canada

Isolation due to COVID-19

Because many focus group participants started their educational journeys in Canada at the peak of COVID-19, the pandemic became a significant part of their reality. The mix of isolation and remote education brought about feelings of uncertainty and loneliness due to being far from home and being unable to establish social connections due to social distancing measures and the risk of illness.

Homesickness & adapting to Canadian culture

However, despite the COVID-19 pandemic being an added layer of difficulty, loneliness and homesickness were already separate, existing challenges for international students due to being far from their homes, communities, and family. This was especially pronounced for a number of focus group participants who were on their own for the first time in a foreign country at a younger age. Some participants also highlighted the challenges of adapting to a new culture and different social norms in Canada as they grappled with navigating unfamiliar customs, communication styles, and expectations making it a complex and ongoing part of their experience as international students. 

Discrimination

Beyond exclusion from opportunities, some current student participants reflected on their experiences of stigma and racism. Some felt stigma and less safety and others experienced racism on the job, which they connected to the impact of political pressures. 

Quantitative Analysis Detailed Methodology

International Student Identification Strategy for postgraduate labour market outcomes

Choi et al. (2021) find permanent residency transition rates three years post-graduation vary from 8 per cent to 13 per cent based on cohort year.52 The transition rate from study-only to post-graduate work permits for the 2017 international student cohort was 43 per cent. Among those who obtained a post-graduate work permit, transition rates to permanent residency after 3 years are reported at 50 per cent to 54 per cent among the 2010-2014 cohort (Choi et al., 2022).53

Considering that a minority of international graduates have permanent residency status, the analysis defines international students as graduates:

1. who were not Canadian-born, naturalized, or permanent residents of Canada at the time of the survey interview and
2. who were in the labour force or reporting a personal income at the time of the interview in 2023

Identifying international student graduates ensured that our group of interest did not include graduates who immigrated before their 2020 program duration. This identification strategy excludes a portion of graduates who received permanent residency or work or study permits before the 2020 program of study at the time of survey collection. 

Methodological rationale for postgraduate labour market outcomes

Logistic regression analysis was employed to interpret the unique probability of in-study work and WIL associated with labour market outcomes. Interpretations of this analysis were relational, as a number of unobservable characteristics (individual preferences, circumstance, and capability) could not be accounted for. Standard survey weights were applied from the microdata to improve the accuracy and representativeness of the NGS sampling strategy. A secondary regression method, namely a random effects panel strategy, stratified by the highest level of education, was employed as a robustness check to verify coefficient estimates are directionally and statistically significant. 

Robustness Checks

A random effects logistics model was employed to capture time-varying unobservable effects on reported income and employment outcomes. Since the survey captured lagged reporting information, WIL, and in-study work, an indexing variable is used to account for potential time-based differences in graduates with differing levels of educational attainment. 

Model Results

Amongst only non-landed immigrants

Significance Level: * 0.05, ** 0.01. *** 0.001

Significance Level: * 0.05, ** 0.01. *** 0.001

Non-landed immigrants vs. all other graduates

Significance Level: * 0.05, ** 0.01. *** 0.001

Significance Level: * 0.05, ** 0.01. *** 0.001