Western University Scholarship@Western Electronic Thesis and Dissertation Repository 7-19-2017 12:00 AM The Relationship between Federal Citizenship and Immigration Policies and the Internationalization of Higher Education in Canada Rashed Al-Haque The University of Western Ontario Supervisor Dr. Marianne Larsen The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Rashed Al-Haque 2017 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Education Policy Commons, Higher Education Commons, Immigration Law Commons, International and Comparative Education Commons, Other Public Affairs, Public Policy and Public Administration Commons, Policy Design, Analysis, and Evaluation Commons, and the Public Policy Commons Recommended Citation Al-Haque, Rashed, "The Relationship between Federal Citizenship and Immigration Policies and the Internationalization of Higher Education in Canada" (2017). Electronic Thesis and Dissertation Repository. 4676. https://ir.lib.uwo.ca/etd/4676 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Using Actor-Network Theory (ANT) as a way to do Critical Policy Analysis (CPA), this instrumental case study explores the relationships between citizenship and immigration (CI) policies and the internationalization of Canadian higher education. By utilizing a critical- sociomaterial approach, the research exposes actors and actor-networks that are otherwise overlooked in these policy areas. Moreover, this lens underscores the impacts and consequences of policy and how the enrollment and/or exclusion of actors in actor-networks enables certain actors to exert control, power, and primacy over others. While most research on internationalization identifies the academy as the site for internationalization policy enactment, this research notes that the policy topology is spread across various levels of governance and transcends the university into both provincial and federal spaces. The findings suggest that Canada’s CI policies, along with its regulations make it difficult for university administrators to internationalize their institutions, with respect to recruiting, supporting, and retaining international students. International students, who want to immigrate to Canada post-graduation, highlighted that they found federal CI legislation confusing. They experienced both emotional and financial stress because of systemic barriers within the government-sponsored pathways to Canadian permanent residency. They see Canada as a less attractive place to study, expressed that they feel unwelcome, warned that restrictive CI legislation will hinder Canada’s ability to attract prospective international students, and also retain Canadian-trained talent. The analysis reveals three complex, interconnected, and at times, competing assemblages of human and non-human actors enrolled in Canada’s CI and internationalization i policies. Through their connections, these actor-networks help the government emerge as a powerful actor in Canadian public policy. By redefining its relationship with provinces and universities, the federal government enrolls the academy in technocratic ways to regulate the flow of international students. This research also highlights the powerful role that special interest groups (SIGs) play in these policy assemblages and their role in connecting CI and internationalization policies. Moreover, the study underscores interdepartmental policy misalignments within the federal government with respect to CI, internationalization, and labour policies. These controversies highlight competing narratives of what is important for the Canadian economy and the value of international students. Keywords : Higher Education, Internationalization, Citizenship and Immigration, Canada, Ontario, Policy Studies, Critical Policy Analysis, Actor-Network Theory ii Acknowledgments It takes the backing of a small army to complete a PhD - a fact you only learn once you are in the midst of it all. I would like to take this opportunity to acknowledge some of the most influential people who have made this journey possible. First and foremost, I want to thank my doctoral supervisor, Dr. Marianne Larsen, for her unwavering mentorship over the past four years. Her supervision, intellectual support, and encouragement has been monumental for my growth as a young scholar. Her work ethic, resolve for social justice, and dedication to her students has been an inspiration! I would also like to thank my committee member, Dr. Melody Viczko, for her guidance throughout this process. Thank you Melody for challenging me intellectually and pushing me to think about new and exciting ways to do policy research. A heartfelt thank you also to Dr. Simon Marginson at UCL Institute of Education, who I had the privilege of working with during the summer of 2014. Without his encouragement, I would not have found this topic that I am so passionate about. This journey would not have been successful without my peers and colleagues in the PhD program. Thank you to all of you, especially those I saw day-in and day-out at the Faculty, working away in the PhD room. Thank you for your love, encouragement, emotional support, and companionship. Special thanks to Laura for your friendship, Carolyne for your energy, Joelle for keeping me caffeinated, Heather for your encouragement, and Jen for the laughter (and the occasional tears). Western’s Faculty of Education is undoubtedly one of the most supportive places I have worked/studied! Thank you to the Graduate Office for your constant support and supplying me with free cookies and treats. Alyson Watson, you are a godsend to graduate students! Thank you so much for being there for me, whenever I needed anything. My deepest thanks to my friends over the past four years. Thank you for your encouragement, love, and interest in my work. I would first and foremost like to thank James Allan MacDonald-Nelson for his untiring support, patience over the past four years, and for generously drawing the diagrams used in this dissertation. Thanks also to Jason Boulet for being a great friend, Dana Sidebottom for your love, and Victoria Freeman for picking up the phone when I needed someone to talk to. I am greatly indebted to my family, who have been there for me every step of the way throughout this journey. I want to thank my aunts, uncles, and cousins back in Bangladesh for their well-wishes. My parents, Rokeya Khatoon and Rafique Al-Haque gave me the opportunities to come this far in life. Thank you mom for your blessings and prayers. Dad, thank you for encouraging me and believing in me when I felt lost and hopeless. My brother Shahed, thank you – for keeping me grounded and not letting my degree/future title get to my head. Last, but not least, I want to thank my participants who generously gave up their valuable time to speak to me. In particular, I want to acknowledge the ten graduate students who I interviewed in my study. As someone who was once an international student and an immigrant, know that your hopes and dreams are my hopes and dreams; your struggles are my struggles. I want to thank you, from the bottom of my heart, for sharing your journeys with me. iii Dedication I dedicate my thesis to My grandmothers Majeda Begum and Majeda Khatoon & My grandfathers Mohammed Shamsul Haque and Rafiqur Rahman Your strength, courage, and resolve in the face of obstacles has been an inspiration over the past four year. Thank you for your prayers and blessings. iv Table of Contents Abstract ............................................................................................................................................ i Acknowledgments........................................................................................................................... iii Dedication ....................................................................................................................................... iv Table of Contents ............................................................................................................................. v List of Tables ................................................................................................................................... xi List of Figures .................................................................................................................................. xi List of Appendices ........................................................................................................................... xi List of Acronyms and Abbreviations .............................................................................................. xii Chapter 1: Introduction .................................................................................................................. 1 1.1 A Scenario .............................................................................................................................. 1 1.2 Research Context and Problem ............................................................................................. 1 1.3 Rationale for Research .........................................................................................................