algonquin college international strategy · titled educating global citizens, ... global...

ALGONQUIN COLLEGE

International Strategy DRAFT 4 | July 22, 2018 Prepared by Ascribe Marketing Communications Inc.

2018–2022 International Strategic Plan Empowering globally minded learners

CONTENTS

GROWING STRATEGICALLY, LEADING WHERE WE EXCEL 1

TRENDS, CHALLENGES AND OPPORTUNITIES 3

CURRENT STATE: INTERNATIONAL STUDIES AT ALGONQUIN COLLEGE TODAY 4

AIM OF THIS STRATEGY 8

THE STRATEGY IN DETAIL 11

MAKING IT REAL 15

APPENDIX A: ADVISORY COMMITTEE 16

APPENDIX B: CONSULTATION PRESENTATION 17

Algonquin College International Strategy v4_22Aug18.docx

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“By making it easier for global talent to come to Ontario, we can be more innovative, forge international partnerships, and drive economic development and positive social change. By putting students first — exposing them to diverse perspectives and providing them with opportunities to study abroad — we can graduate global citizens who will thrive in today’s borderless market.”

Educating Global Citizens: Ontario’s International Postsecondary

Education Strategy Ministry of Training, Colleges and Universities

GROWING STRATEGICALLY, LEADING WHERE WE EXCEL

International education engages every part of Algonquin College and touches on every goal of its 2017–2022 Strategic Plan — in particular, to be learner-driven, lead in quality and innovation, be sustainable and provide an exceptional place to work. The College rolled out its first-ever international strategy in 2014. This update reflects new opportunities, new realities and new expectations of international postsecondary education in a truly global context. International education has traditionally been outward-facing, focused on attracting international learners to Canadian campuses and delivering Canadian postsecondary education overseas. But with all learners — domestic and international alike — preparing for a place in the global economy, the scope of “international education” is broader than it has ever been. When students come to Canada and succeed, domestic learners, faculty and staff are all enriched by the exchange — and our country’s brand of postsecondary education excellence is reinforced. This is recognized in Ontario’s 2018 international postsecondary education strategy. Titled Educating Global Citizens, it aims to help Ontario postsecondary learners become “global citizens” while ensuring international postsecondary education is sustainable and contributes to Ontario communities and the provincial economy.


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[CALLOUT:] What is a “global citizen”? According to the Haverford College Center for Peace and Global Citizenship:

By global citizenship, we mean the imperative to resist parochialism and to take responsibility for the consequences of our actions in a world where individuals, communities, nations, and the environment are inextricably intertwined. The prerequisite for global citizenship is knowledge — knowledge about the ties that bind us in domestic and global communities and the forces that rend us asunder; knowledge about the uses and misuses of power, and the beneficent and unfortunate consequences of public policy; and knowledge about peoples and cultures at distant removes from ourselves with whose lives we are nevertheless interlinked.

Approaching international education in this way creates opportunities and poses some important questions for us at Algonquin College. The goals of our 2017–2022 Strategic Plan are to be learner-driven, innovative, connected and sustainable. From the international perspective, we must do these things not just locally but also in a global way. Beyond aligning with our strategic plan, our international strategy needs to complement and reinforce all the various strategic efforts underway at Algonquin College today, including our plans for people, learner-driven education and Indigenous inclusion. Taking all of this into account, we set out to refresh the College’s international strategy, identifying where opportunities align best with its strengths and resources — and what barriers might need addressing to seize those opportunities.

[INFOGRAPHIC: Showing the College’s strategic context, with the Strategic Plan at the top, components like the Innovation and Entrepreneurship Strategy and Learner-Driven Plan rolling out of it, the Language Institute vision as a complementary/dependent consideration, and the International Strategy in relation to all of these. The external context — immigration laws and regulations, for example, or the provincial international strategy — could also be included to show the scope and complexity of the international environment.]


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“Getting Canadian experience was key for me in choosing to come to Algonquin College.”

International student representative International Strategy Advisory Committee

TRENDS, CHALLENGES AND OPPORTUNITIES

Canada is currently the world’s fourth most popular destination for international students,1 with a reputation for providing high-calibre technical–vocational postsecondary education. In 2015–2016, 11% of postsecondary students in Canada were international.2 Each year Canadian colleges host some 50,000 international learners.3 According to the European Association for International Education (EAIE), the global market for transnational education — “virtual and physical forms of cross-border education” — has doubled since 2000 and is still growing.4 Federal initiatives that make it easier for international students to obtain permits to study in Canada are driving unprecedented interest in, and growth of, Ontario’s college sector specifically. Algonquin College has seen significant year-over-year growth in short-term onshore programming (programming offered at or out of our Canadian campuses) for international faculty and students and for government-funded international capacity-development activities. That said, competition is intensifying. Australia, New Zealand, the UK and U.S. are well established attractors of international students, although the current political climate in the U.S. has caused international enrolments there to drop. As China’s universities rise in the world rankings, that country is looking to draw not only more English-speaking students but faculty as well. Japan is making similar moves, and smaller countries like Malaysia and Ireland are ramping up efforts to bring international learners to their shores. Our College needs to be mindful of this competition and pursue strategies that leverage our strengths effectively to capture and retain our desired share of the onshore and offshore markets.

[SIDEBAR:] Impact beyond education International education plays a role in supporting the federal government’s immigration objectives. Minister of Immigration, Refugees and Citizenship Ahmed Hussen announced Canada’s first multi-year immigration plan on November 1, 2017, with increasing targets for immigration every year until 2020. The plan will see nearly a million new permanent residents settle in Canada over that period — or more than 300,000 per year.5 International education can contribute to this process, both directly and through related offerings such as student settlement services.

1 Canadian Bureau for International Education (2018). A World of Learning: Canada’s Performance and Potential in International Education 2018. 2 Statistics Canada. [ERNEST, DO WE HAVE A FULLER SOURCE TO CITE?]

3 Colleges and Institutes Canada. https://www.collegesinstitutes.ca/what-we-do/international/international-recruitment/. 4 European Association for International Education (2013). The key elements of transnational education. https://www.eaie.org/blog/key-elements-transnational-education-tne.html 5 CIC News (November 2017). Canada to Welcome Nearly One Million New Immigrants Through 2020. https://www.cicnews.com/2017/11/canada-welcome-nearly-one-million-new-immigrants-through-2020-119798.html#gs.iySGhu8

https://www.collegesinstitutes.ca/what-we-do/international/international-recruitment/

https://www.cicnews.com/2017/11/canada-welcome-nearly-one-million-new-immigrants-through-2020-119798.html#gs.iySGhu8


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INTERNATIONAL EDUCATION IS A TWO-WAY STREET While students from other countries tend to see themselves as preparing for the global economy, Canadian students seem to think more locally about their opportunities. Today just 2.3% of Canadian university students study abroad (college students aren’t even tracked), compared to 30% of Germans and 50% of Australians. If promoting and facilitating greater international mobility among students (and faculty) is to become a priority for Canada, institutions like Algonquin College will require new and increased resources to deliver, especially as the biggest barrier for Canadian students going abroad is financial.6 In 2016–2017, just 207 Algonquin College students and 19 faculty took part in College-sanctioned international activities, with only 86 students and 10 employees receiving funding support through the College’s Award for International Study and Work Integrated Learning.

Algonquin College has seen its greatest rise in international enrolments from India, up 225% between 2013–2014 and 2016–2017.

CURRENT STATE: INTERNATIONAL STUDIES AT ALGONQUIN COLLEGE TODAY

Between 2010 and 2017, international enrolments at Algonquin College increased by 192%. And transnational education — which the College defines as all international activities, onshore and off, outside of direct recruitment into programs of study — contributed more than $487,000 net to College finances in 2017–2018. Clearly, international is a significant part of the College’s offering, delivered through a wide range of onshore and offshore activities. Onshore activities at Algonquin College include core postsecondary education programs, English as a Second Language (ESL) training, contract training, and student and faculty exchanges. Our offshore activities include many of the same offerings delivered abroad as well as involvements in campuses and partnerships overseas, such as Algonquin College Kuwait (soon to be renamed The Canadian University College of Kuwait), which graduated its first cohort in May 2018. Algonquin College has high retention rates for international students at 92.9% (compared to 81.9% for domestic students in the 2017–2018 winter term). Recruitment and support of international students are handled by the three business units of the College’s International Education Centre (IEC): Business Development7, Recruitment and Student Services.

6 Canadian Bureau for International Education (2018). A World of Learning: Canada’s Performance and Potential in International Education 2018.


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Figure 1. The three business units of IEC

Business Development Recruitment Student Services

The Business Development unit generates opportunities for the College to deliver short-term

training and student programs in Canada, facilitate student and

faculty mobility, provide College credential programs overseas with

partners and more.

The Recruitment unit attracts international learners to enroll in

core College postsecondary education programs delivered in

Canada.

The Student Services unit provides supports to international learners

studying at the College’s Canadian campuses.

WHERE OUR INTERNATIONAL STUDENTS COME FROM Most international students come to Canada from China (28%), India (25%), South Korea (5%), France (4%) and the United States (3%).8 Algonquin College’s international draw is largely the same, with the exception of attracting more students from Vietnam than from France. We have seen a massive jump in students from India, and more modest but still significant growth in enrolments from Vietnam and China. Enrolments from Saudi Arabia, on the other hand, have fallen with the elimination of sponsorships for its students to study abroad.

Figure 2. Top five sources of international students for Algonquin College

8 Canadian Bureau for International Education. http://cbie.ca/media/facts-and-figures. (20187). Facts and Figures: Canada’s Performance and Potential in International Education.

850761

676

149 122

824725

531

144 153

1025

1628

254145 189

0

200

400

600

800

1000

1200

1400

1600

1800

China India Saudi Arabia South Korea Vietnam

2010-11 2013-14 2016-17


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ONSHORE AND OFFSHORE ACTIVITIES Onshore enrolment has risen quickly and exponentially at Algonquin College in the past decade. That growth is projected to continue, with international enrolments to rise between 10% and 20% over the next five years, compared to between 1% and 3% percent for domestic enrolments.

Figure 3. Onshore enrolment continues to climb

Onshore international offerings are delivered and supported by a variety of College units, from schools like the School of Business and the School of Technology and Trades to the Language Institute and Student Services. The Language Institute plays a significant role, offering year-round language training and testing to new Canadians, international students and individuals looking to acquire proficiency in a second language. It also offers English for Academic Purposes, French and other international languages, and provides language testing services as well as certification in Teaching English as a Second or Foreign Language (TESLFL). In winter 2017, nearly 70% of international enrolments were concentrated in two schools at Algonquin College: the School of Technology and Trades (37%) and the School of Business (32%). This raises some strategic questions for the College: are we supporting these concentrations effectively, and how can we diversify to distribute international enrolments across more programs? Offshore, Algonquin College has arrangements with three institutions for licensed program delivery: Algonquin College Kuwait, Manav Rachna International University in India, Ningbo Polytechnic in Ningbo, China, and the Hotel Education Centre in Montenegro. Algonquin College Kuwait (The Canadian University College of Kuwait) continues to grow its enrolments. The Hotel Education Centre provides opportunities for Canadian hospitality students to study abroad. As of September 21, 2016], the College’s campus in Jazan, Saudi Arabia, ceased operations.

Commented [AMC1]: QUESTION: Any specific notes on enrolments here, growth and/or targets?

Commented [EM2]: Yes, we need to have targets and we are adding Ningbo Polytechnic in Ningbo, China.


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MANAGING GROWTH With the rise in onshore enrolment, the College has intensified its international activities, including short -term faculty training and student programs, supporting student and faculty mobility abroad, building the institutional capacity of offshore partners and delivering programs abroad. More international students has meant higher demand for international student services as well as training and support for staff and faculty. Going forward, the question is where and how to grow. That question has many dimensions. For example:

PROGRAMS

Should the College expand profitable onshore training programs such as computer programming?

Should the College offer programs of study to exclusively international students and possibly international students from the same country?

Should the College seek alternative revenue sources to avoid over-dependence on international enrollments?

What can the College do to diversify its offshore offerings through Business Development to include short-term delivery, international capacity development and more?

DELIVERY

How much of the College’s program offerings need to be face-to-face and how much should be online, understanding there are government regulations that inform the answer and many international students want a face-to-face experience as a pathway to immigration into Canada?

CAPACITY

Should the College offer more of its highly popular onshore programs, even though finding space can be a challenge?

What proportion of College enrolments should international account for? Is there a “sweet

spot”?

How much room does the College have to grow its onshore international student population at its three Ontario Campuses. Is there a ceiling?

Should the College establish quotas for certain programs or by country to maintain diversity in the classroom and ensure its ability to offer international learners a genuinely Canadian experience?

We have to consider which opportunities best align with our overall strategic goals, the expectations of government and industry, and our institutional strengths, capacity and resources.

[SIDEBAR:] INTERNATIONAL EDUCATION IN PRACTICE

SHORT-TERM PROGRAMS BUILD LONG-TERM DEMAND Algonquin College has had great success with short-term international programs including four-week summer sampler programs for students from pathway universities in China, the eight-week Niels Brock liberal arts and business program offered to students from Denmark, and the six week Educafin Scholarship Program for students from Mexico. Both have seen steady increases in participation over the years. Yet with that success have come challenges around finding classroom space, scheduling, and providing accommodation and supports to students. This refreshed international strategy considers how to ensure the College can leverage positive achievements like these over the long term.


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[SPOTLIGHT SECTION:]

THE STUDENT EXPERIENCE: WHAT INTERNATIONAL LEARNERS NEED The Algonquin College Students’ Association held two focus groups with a total of 13 students from different countries and programs in spring 2018 to understand their onshore experience and needs. Many emphasized the importance of arrival services, which became broadly available in September 2017 at the Woodroffe Campus. While domestic learners have to get oriented to a new campus and learning environment, international students have the added stresses of getting familiar with a new country, culture and community. Students who participated in the focus groups recommended making information about College supports and services more readily available online and in person, making better use of the IEC and its resources, and fostering a sense of supportive community for international students. Some steps are already underway to address these needs. The International Student Mentorship Program is being relaunched and the International Education Centre, which is set to open in August 2018, will provide a social space to promote and celebrate international cultures. Other areas will need to be looked at going forward — for example, there is currently no arrival service for international students at the Pembroke Campus. The experience Algonquin College promotes to international students before they enrol should be the experience they have when they arrive at any of our locations. We have to keep in mind that the student experience goes far beyond the classroom. While there are limits to the reach and responsibilities of the College, as a differentiator, it needs to provide services and supports that make students feel welcome, safe and secure.

85% of international students said they were either satisfied or very satisfied with their experience at Algonquin College.

International Student Barometer Fall 2017

AIM OF THIS STRATEGY

International education touches every part of Algonquin College, from marketing and the Registrar’s Office to programs and Ancillary Services. This strategy reflects that scope by taking an integrated, holistic approach to answering two interrelated questions: how can we best provide compelling, competitive international education offerings; and how do we build the necessary internal capacity to support them? However we approach international education, our core mandate to produce graduates who will work in and sustain the local economy must be delivered on. Ensuring our financial and operational sustainability is also critical. This may require more holistic thinking than our current performance measurement approaches allow. For example, it can be a cost to Ancillary Services to support international students attending summer courses, but that expense may be offset by the tuition revenues generated. There may be situations when certain services could serve as “loss leaders” to obtain greater gains in other areas.


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KEY CONSIDERATIONS International education can take many forms beyond full-time onshore enrolments. We need flexibility and agility to seize on opportunities that align with its strategic goals — scaling capacity up and down with demand. At the same time, enrolment management and other processes may need to be adjusted so programs have clearer, more advance notice of the numbers of international students they will be expected to support in a given term. From the student perspective, pathways matter. Learners want to know where they can go once they have completed their initial course or program. Providing them with abundant avenues for achieving their educational goals would be a strong attractor for the College. Algonquin College has unique strengths and a demonstrated commitment to serving international students. Our College does not lower its admissions requirement to boost recruitment. It is one of the only institutions with Regulated International Student Immigration Advisors on staff who are certified to offer immigration advice. This strategy considers those strengths and how best to leverage them going forward.

[SIDEBAR:]

Perspective from the Board of Governors At its March 2017 retreat, Algonquin College’s Board of Governors discussed the topic of international education. Their direction helped shape this strategy, which the Board of Governors feels should:

Be clear about the College’s reasons for pursuing international education

Align with the full capabilities of the College, not just the International division

Be based on data gathered about the College’s own experience with international education, knowledge of best practices and awareness of competitors

Consider a broad range of possibilities and potential students

THE PLAYING TO SUCCEED FRAMEWORK The International Strategy Advisory Committee used Algonquin College’s Playing to Succeed framework — adapted from the “Playing to Win” framework developed by A.G. Lafley, Roger Martin and Jennifer Riel9 — to identify strategic options and define the key ingredients for success. The five questions are:

1. What is our winning aspiration? The strategic vision.

2. Where will we play?

Geographic and market segments; channels and stages.

3. How will we succeed? What will make the College standout and succeed?

4. What capabilities must we have?

Prerequisites for implementation.

9 A.G. Lafley (former Chairman, President and CEO of Procter & Gamble) and Roger Martin (Dean, Premier’s Research Chair in Productivity and Competitiveness, Professor of Strategic Management at the Rotman School of Management) co-wrote Playing to Win: How Strategy Really Works, published by Harvard Business Review Publishing. Jennifer Riel is the Associate Director of the Desautels Centre for Integrative Thinking at the Rotman School of Management.


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5. What management systems do we need? Infrastructure to sustain and support implementation.

Taken together, these form an interconnected cascade:

“We’re passionate about this. We want other people to be excited about it, too. International belongs to everyone.”

International Strategy Advisory Committee Member


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THE STRATEGY IN DETAIL Expressed through the Five Questions framework, our shift will involve the following:

1. What is our winning aspiration?

For the College as a whole:

To empower globally minded learners with the skills to build sustainable, diverse communities.

For each business unit of IEC to support that aspiration:

BUSINESS DEVELOPMENT

Globally position Algonquin College as an exemplary

provider of skills development and training, contributing to institutional sustainability.

RECRUITMENT

Sustainably attract and support a diverse international student

population.

LEARNER EXPERIENCE

Provide a personalized, integrated experience that

results in high levels of international student satisfaction

and success.

2. Where will we play?

Algonquin College should continue to focus on both onshore and offshore education — in diversified markets, aligned with areas of program excellence.

As well, the College will focus on mobility — sending students and faculty abroad — and will set and pursue a specific growth target for this.

3. How will we win?

To achieve its aspiration, the entire College must be prepared to work with a diverse population. The College also needs to evolve its business model by:

Diversifying revenue contributions to establish international enrolment caps by country or program

Developing better internal pathways between programs and between credentials (more of a laddered system), including inbound pathways from overseas institutions into degree programs

Developing partnerships abroad to generate new and more diverse offshore opportunities

Encouraging the use of both qualitative and quantitative measures to track success and effectiveness of international activity

Surveying and applying best practices for dealing with the costs of growing the international student population

Establishing leadership in best-practice pedagogy for a diverse student population, including a growing international student population, with the business model factored in

Diversifying enrollment across other markets to minimize dependence on India and China specifically

For mobility specifically, the College must:

Add dedicated human resources to support mobility abroad

Add dedicated funding to support mobility abroad


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Other considerations could include shifting to year-round program delivery, developing a model for micro credentialing, and streamlining financial and approval processes.

At the same time, the College must be disciplined and strategic about managing risk associated with international education by determining our risk threshold in each line of business and weighing reputational risk needs with financial risk.

4. What capabilities must we have?

To succeed at achieving our winning aspiration, we need:

The right culture

Building agility to respond to increased enrolment or sudden market shifts (e.g., via policies and procedures, technology, staffing)

Embedding the international learner experience in all areas of the College (e.g., ensuring every student-facing role has a minimum level of cultural awareness; developing all learners as global citizens)

Obtaining management support to lead faculty and staff in adopting an “international mindset” — which includes both onshore and offshore offerings

Committing to deliver an individualized international learner experience

Committing to the necessary system changes and technology upgrades

Applying best practices for managing diverse classrooms at all three Canadian campuses

Establishing a strong partnership orientation to cultivate relationships abroad for offshore offerings (including international capacity development and short-term program delivery)

The right resources

Providing adequate services to support a diverse student population (including residence and meals), with staff and faculty capacity to support international students

Aligning resources between recruitment and admissions and remaining mindful of financial realities and corridor funding

Ensuring HR and LTS are prepared to train staff to work with international students and a diverse student population

The right processes and procedures

Ensuring the ability to predict availability program space (seats) for international students over rolling three years periods

Quantifying international applicant demand for new program offerings

Establishing a more efficient process for curriculum review and College-wide adherence to official curricular templates

Establishing a more efficient process for curriculum review and College-wide adherence to official curricular templates

Obtaining support from all department and schools, and integrating IEC more closely with other areas


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Developing a more streamlined process for assessment of advanced standing that encourages offshore student mobility

Expediting reviews of articulation agreements and pathways by pathways department

Specifically to achieve our aim of greater mobility, we need:

Flexible electives and credit transfer policies that facilitate study abroad, with a focus on the learner experience (and including “international at home” initiatives for local students)

Senior management support for funding

Mentoring and orientation for faculty to impart best practices for teaching abroad (with also requires the development of guidelines)

5. What management systems do we need?

The following systems and mechanisms will help us achieve our goals:

Thresholds for program review and re-evaluation of classroom supports should the ratio of international students to domestic students fluctuate in any particular program

Board of Governor endorsement of an offshore franchising model, dependent on a brand risk assessment and with a framework for prioritization that includes profitability as a consideration

Robust, but not complex, mechanisms for risk mitigation

Mechanisms for monitoring and responding to safety and security situations abroad in real time, including a system for communicating with students and staff and policies to guide associated program/activity postponement or cancellation

Systems that allow IEC to effectively mobilize technical and academic expertise within the College community for transnational education activities (e.g., Workday)

Enhanced cross-departmental collaboration to develop a standalone Strategic International Enrollment Plan

HOW WILL WE KNOW WE’VE SUCCEEDED? To implement the strategy successfully, we must be aware of and overcome a number of barriers that currently exist, including:

• Limited ability to respond to fluctuations in international interest and applications • Lack of strategic international enrolment customized by program and source country • Domestic-focused program review processes • Siloed net contribution model that means some divisions may post a loss supporting international

activities that are actually an overall gain for the College • Inconsistent embrace across the College of the importance of developing all learners as global

citizens • Competing departmental business plans that divide resources and limit synergies

To test the success of our strategy, we need to confirm that with implementation we will have:

Accurate forecasting: Embedding international applicant demand in initial scoping for new programs through a systematic, thoughtful approach using realistic pro forma projections at the program level based on trends and labour market needs. Forecasting should also confirm our


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collective commitment to continuous improvement/agility to respond to increased enrolment and sudden, unforeseen fluctuations.

Support for mobility: Making this a goal of senior management, with additional resource

and policy support enabled by more flexible electives and credit transfers. This requires costing.

Sufficient capacity: Triggering program reviews if international enrolment in a given program

exceeds a set threshold — as this will enable considered decisions about the appropriate percentage of international students in any particular program and levels of resourcing for support. Overall, international enrollment may need to be capped to avoid overwhelming College resources.

Financial sustainability: Confirming the College is not dependent on unlimited/unending

international enrolment growth. Sustainability also depends on diversifying international revenue sources through strategic business development

Appropriate risk management: Endorsing further franchising (e.g., the Algonquin College

Kuwait model) and offshore program licensing, conditional upon appropriate risk assessment .

Institutional support: Embracing a College-wide net contribution model, sufficient space availability support from academic areas and academic development.


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MAKING IT REAL

By implementing this strategy with its refreshed, broader understanding of international education and acknowledgement of the need to develop all learners as global citizens, Algonquin College has the opportunity to stand out worldwide as a 21st-century Canadian postsecondary education leader. The principles of international education set out in this strategy — to be agile, learner-centered, innovative and sustainable — align with the overall aims of Algonquin College’s 2017–2022 Strategic Plan, complementing and enabling the College’s mission to transform hopes and dreams into lifelong success. As this strategy makes clear, “international” is not a separate or isolated function within the College: it is a consideration that touches every part of our organization, academic and administrative. Achieving our goals will require concerted, collective effort, and a culture that recognizes and values international learning in all its dimensions.


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APPENDIX A: ADVISORY COMMITTEE The following individuals served on the International Strategy advisory committee: Ernest Mulvey

Nadia Ramseier Anna Choudhury

Christine Peachey

Brent Browlnee

Krista Pearson

Silvia Garcia

Robyn Heaton

Altaf Sovani Ben Bridgstock

Dave Donaldson

Students

Nikita Persaud Himaly Keekani


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APPENDIX B: CONSULTATION PRESENTATION [ERNEST, CAN WE PROVIDE A PUBLIC LINK TO THE FINAL VERSION OF THE CONSULTATION DECK AS A RECORD OF PROCEEDINGS?]

Commented [EM3]: Yes

algonquin college international strategy · titled educating global citizens, ... global...

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