Notice bibliographique
Résumé
Dear Readers -This issue represents the 15 th year in the Journal of Comparative and International Higher Education (JCIHE) has been presenting innovative and emerging topics in the fields of comparative education and international higher education.JCIHE is listed in numerous databases including Cabells, Ebscohost, Eric and others.Over the past 15 years, JCIHE has published authors from around the world and in so doing is expanding research on various countries.More importantly, these publications include voices from regions that have previously been invisibilized in the publishing world.In Volume 15, Issue 1, 2023, I am pleased to share the JCIHE annual report, one essay and nine empirical articles that focuses on higher education issues in the following countries: Asian countries, Australia, Canada, England, Greece, Netherlands, Puerto Rico, Sudan, and USA.The annual report shows the growth and depth of publications within the past year.JCIHE is an open access, independent, double-blinded peer-reviewed international journal publishing original contributions to the field of comparative and international higher education.The JCIHE is the official journal of the Comparative and International Education Society (CIES) Higher Education Special Interest Group (HESIG).The mission of the journal is to serve as a place to share new thinking on analysis, theory, policy, and practice, and to encourage reflective and critical thinking on issues that influence comparative and international higher education.JCIHE showcases new and diverse international research that uses rigorous methodology that focuses on theory, policy, practice, critical analysis, and development analysis of issues that are influence higher education.JCIHE has as its core principles: a) comparative research; b) engagement with theory; and c) diverse voices in terms of authorship.Three broad themes are represented in the articles in the 15(1) issue: Student Learning Strategies, Institutional and Pedagogical Contexts, NGO and National Contexts. Student Learning StrategiesStudent learning strategies and pedagogy are explored in two articles.Torres-Arends examines how international students understand academic regulations in how to interact with their professors and how curricula can be re-designed to clarify communication processes.Ghazarian, Bhandaria, and Chena share that despite difficult experiences of international students studying in the United States during the COVID-19 Pandemic, the image of the United States as a destination of choice remains attractive. Institutional and Pedagogical ContextsFour articles explore specific institutional types and their roles in supporting global learning.Bowling examines global liberal arts colleges and universities in Asia and the messages of critical hope given to students by admission staff.Katsara examines the implementation of culturally responsive pedagogy within the teaching context of Problem-Based Learning in Greece.Mall & Payne show how international students of color (ISOC) during the COVID-19 pandemic at a predominantly white institution (PWI) are viewed as having "double-invisibility"both racially minoritized and foreign status -international students of color face unique challenges.Rodríguez-Vargas and Collins examine the interchange of interruption of coloniality by university professors in the public university system of Puerto Rico and the reproduction of coloniality by university administrators.Gonzales, Chai, & King use the Racial and Ethnic Microaggressions Scale (REMS), Perceived Stress Scale (PSS) and the Perceived General Wellbeing Indicator (PGWBI) to measure the reporting of racial microaggression of mostly Asian international students in Australis. NGO and National ContextsThree articles explore the interconnections between NGO and National contexts and higher education.Alcaide, Meyer, Greco, Abdallah, and Ahmed examine the employment outcomes from students in Sudan who participate in the grant funded INSO project.Woolf critiques practices in study abroad of prioritizing community engagement where the focus on communities within urban change are constantly shifting.Gian-Louis Hernandez introduces the concept of anationality to move the debate around the nation and nationality beyond normative, essentialistic conceptualizations to negotiate local, regional, national, and global processes.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,005 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,016 | 0,003 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,005 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,374 | 0,289 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; l’étiquette directe de Gemma et le classifieur distillé Codex s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».