[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598689-105":3,"doc-detail-598689-en":80,"detail-sidebar-cat-0-en-105":97},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-academic-social-and-migratory-experiences-of-international-graduate-students-enrolled-at-the-universite-de-montreal-a-study-of-persistence","The Academic, Social, and Migratory Experiences of International Graduate Students Enrolled at the Université de Montréal: A Study of Persistence","","Research paper examining persistence among international graduate students enrolled at the Université de Montréal, focusing on how academic, social, and migratory experiences shape student success. Motivated by rising enrollment and limited prior understanding of this group in Canada, the study outlines goals to identify factors influencing persistence. It reviews international student growth and Canadian recruitment trends, then presents a theoretical framework combining Tinto’s model of attrition with sociological perspectives on academic and social experience and the concept of temps de l’étrangeté.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-academic-social-and-migratory-experiences-of-international-graduate-students-enrolled-at-the-universite-de-montreal-a-study-of-persistence/598689/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-academic-social-and-migratory-experiences-of-international-graduate-students-enrolled-at-the-universite-de-montreal-a-study-of-persistence/598689.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of the research paper?","Question",{"text":62,"@type":63},"To develop a strong understanding of the factors influencing persistence and student success among international graduate students enrolled at the Université de Montréal.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the paper discuss Tinto’s longitudinal model of attrition?",{"text":67,"@type":63},"Because it explains persistence through complex interactions over time and emphasizes both academic integration and social integration in a new environment.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the study expand beyond Tinto’s model for international graduate students?",{"text":71,"@type":63},"It argues Tinto’s model is not sufficient on its own, and it analyzes academic, social, and migratory experiences and the meanings students give to those experiences, combining additional sociological viewpoints and the concept of temps de l’étrangeté.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598689,1792894898,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":91,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":92,"faqs":93,"seo_title":94,"seo_description":12,"update_tm":95,"read_time":96},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",8,"21  \nThe Academic, Social, and Migratory Experiences of International Graduate Students Enrolled at the Université de Montréal: A Study of Persistence  \nSarah Mainich  \nUniversité de Montréal  \nFrom its earliest times, higher education transcended geographic boundaries so nowadays international students are a significant element of the social and cultural landscape of higher education, but international graduate students form a diverse group with different motivations for study and have become a sizeable segment of the student body in the Canadian higher educational system. However, this specific student population has not been completely understood and their diverse experiences have not been explained. This research paper deals with the issue of persistence among international graduate students enrolled at the Université de Montréal. Because the number of international graduate students has increased, strategic, social, and economic goals must be discussed. Hence, the purpose of this research is to develop a strong understanding of the factors influencing persistence and student success.  \nPurpose  \nA ccording to Altbach and Teichler (2001), the global  \nmobility of people and globalization contribute to the fact that students have more opportunities to study abroad. The number of international students has significantly increased in most universities. For example, between 1999 and 2007, the number of international students has significantly increased by 53% and six countries in the world host about 62% of international students, representing 2.8 million individuals who study outside their home countries (UNESCO, 2009) .  \nOver the last fifteen years, Canadian universities  \nhaveusedvariousstrategiestoattracthighlyskilledtalentfrom all around the world. Most institutions recruit international graduate students through a variety of approaches: they promote themselves at education exhibitions, they advertise in local media or they employ local agents to provide the institution with information on programs and financial facilitation for example. They understand that the presence of international graduate students contributes to the internationalization of campuses, stimulates research and innovation (McHale, 2006), and also offers significant economic benefits (Conférence Régionale des Élus de Montréal, 2006; Kunin & Associates, 2012) . International students contribute more than $8 billion per year to the  \nCanadian economy, and they enrich Canadian society with their ideas and different perspectives (CIC, 2013) .  \nIndeed, Canada is one of the major host countries to international students. Last year, and for the first time in its history, Canada welcomed more than 100,000 students, an increase of 60% since 2004 (CIC, 2013) . However, we do not know much about international graduate students in Canada. Although we think they play a key role in the economic performance of their host country, and despite their ubiquity, international graduate students on Canadian campuses have been understudied, there is a limited body of research on international graduate students’ persistence.  \nI have chosen to study the academic, social, and migratory experiences of international graduate students enrolled at the Université de Montréal. In this institution, the total enrollment of international students increased from 2,536 to 4,287 between 2003 and 2012, an increase of 69% representing 23.8% of the graduate enrollment atthe university (Bureau de la Recherche Institutionnelle, 2013). Hence, the purpose of this research is to develop a strong understanding offactors impacting on international graduate students’ persistence.  \nTheoretical Framework  \nA large number of theories on attrition and retention in postsecondary education have explained persistence in higher education as the result of complex interactions overtime, and, according to the research, the most important one is Tinto’s longitudinal model of attrition (Tinto, 1993) . Tinto’s ","cbCaihvR580PI6S2","https://ap.wps.com/l/cbCaihvR580PI6S2","pdf",87225,"English","# Purpose\n## International student growth and context in Canada\n## Study focus at Université de Montréal\n# Theoretical Framework\n## Tinto’s longitudinal model of attrition\n## Limits of Tinto’s model for international graduate students\n## Complementary sociological perspectives and temps de l’étrangeté\n# Research Questions","[{\"question\":\"What is the main purpose of the research paper?\",\"answer\":\"To develop a strong understanding of the factors influencing persistence and student success among international graduate students enrolled at the Université de Montréal.\"},{\"question\":\"Why does the paper discuss Tinto’s longitudinal model of attrition?\",\"answer\":\"Because it explains persistence through complex interactions over time and emphasizes both academic integration and social integration in a new environment.\"},{\"question\":\"How does the study expand beyond Tinto’s model for international graduate students?\",\"answer\":\"It argues Tinto’s model is not sufficient on its own, and it analyzes academic, social, and migratory experiences and the meanings students give to those experiences, combining additional sociological viewpoints and the concept of temps de l’étrangeté.\"}]","The Academic, Social, and Migratory Experiences of International Graduate Students Enrolled at the Université de Montréal: A Study of Persistence | PDF",1792087396,10,{"code":4,"msg":81,"data":98},[99,103,107,111,116,121,126,129,134,137,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},"Exam",70,"exam",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},5,"Comic",60,"comic",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},6,"Technology",50,"technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":96,"slug":139},"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":112,"slug":143},19,"General","general"]