Do the Macro-Level Support Areas of International Students at Canadian Polytechnics Affect Their Perceived Academic Success?

This study examined the macro-level support areas for international students at a large polytechnic in Canada to determine their perceived academic success. The study considers the impact of macro-level support areas on international students’ perceived academic success using the Bronfenbrenner theory of human development at the macro-level. A quantitative study was conducted to measure the impact of macro-level support areas on international students’ perceived academic success. A target sample of 399 international students was recruited to participate in a hard-copy, one-on-one survey, in the 2019 winter semester. These students were current international students at a large polytechnic in Canada. It was expected that this study would help to determine the impact of macro-level support areas on the perceived academic success of international students. The results of this study show that international students’ support areas at the macro-level were strongly related to their perceived academic success. The Canadian government’s strategy and efforts at the federal and provincial/territorial levels of increasing international students’ presence as a way of addressing the aging workforce and population challenge would be more successful with increased attention and focus on the macro-level support areas. Indeed, other countries, such as the United States, the United Kingdom, Australia, Japan, and Germany that are also experiencing an aging population may also consider the results of this study to enable them to increase the quantity and/or quality of student support at the macro-level support areas and enhance international students’ academic performance.