Higher education as lifelong learning for adult newcomers in Canada in the process of immigration: A case study of a community college in Nova Scotia, Canada
Mount Saint Vincent University
The Canadian government has focused on international students’ transition to permanent residency in the last decade in order to attract foreign skilled workers into the Canadian labour market. As immigration programs made it advantageous for the candidates to have Canadian educational credential and work experience, many potential immigrants prefer to enroll in higher education institutions in Canada as a strategy to obtain permanent resident status. This study aims to identify the influence of higher education as lifelong learning for adult newcomers in the process of settlement and integration in Canada. This qualitative case study explores the immigration journey of ten adult immigrants from an East Asian region who studied in the Nova Scotia Community College. Based on Bourdieu’s theory of practice, the findings unveil how their higher education experience affected their life transitions after graduation in terms of study work transition, quality of life and sociocultural identity. This thesis contributes to the Canadian discourse on lifelong learning of immigrants through exploration of the transition experiences of adult immigrants within a Canadian community college.
Lifelong learning, immigration, Nova Scotia