Bibliographic record
Abstract
It is widely acknowledged that international students from non-English speaking backgroun ds (NES B) experience difficulties with classroom participation and intercultural relations hips. Recently, calls have been made for research to examine strategies that universities can implement to facilitate intercultural interactions and intemational students' learning experiences. In response this pilot study investigated the effect of an intervention program ent itled Excellence in Experiential Learning and Leadership (Exce IL{ While the Excell, program has been success fully implemented in Canada, Australia, the United Kingdom and The Netherlands, this is the first time it has been utilised in the New Zealand context.Twenty-five students enro lled at a New Zealand institution completed the six-week ExcelL program. There were significant changes between the pre- and postintervention scores for open-mind edness, social initiative and emotional stability. Furthermore international students reported increased confidence and friendships both in the classroom and in the wider community. While this pilot study has shown the immediate effectiveness of the ExcelL program, it is recommended that further investigation of the long-term impact of such an intervention strategy be conducted and that this research be repeated with an increased number of domestic students to ensure relevant comparisons across a larger sample size.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.020 | 0.005 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".