International Students’ Views of Relationship Influences on Career Transitions
Bibliographic record
Abstract
Little attention has been paid to the career trajectories of international students as they complete their academic programs and implement career decision plans post-graduation. The specific aim of this study was to identify what factors contributed to international students’ success in pursuing employment in the destination country post-graduation. Our study examined the experiences of international students who had successfully transitioned from university to employment post-graduation in Canada. We used the Feminist Biographical Method to examine the individual stories of international students as a way of understanding the contextual influences on their lives and on their career decision-making. Individual interviews were conducted with 19 international students, two in their last semester, and 17 who had graduated and who were working in Canada. All students were graduates of one university in Western Canada. The key influences related to international students’ implementing their career plans post-graduation were organized around 5 themes that ranged from macro and systems influences to interpersonal and intrapersonal influences: (1) Systemic and Institutional Barriers, (2) Employment Challenges, (3) Perceived Career Opportunities, (4) Importance of Relationships, and, (5) Personal Growth and Discovering Strengths. Relationships were the key influences for helping international students overcome perceived barriers. Relationships offered international students emotional and instrumental support in making career decisions, in gaining relevant employment experience, and in persisting with plans to implement their career goals. International students benefit from connections, networking, and learning experiences that help them to successfully implement their career plans. DOI: 10.5901/jesr.2013.v3n7p273
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.004 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
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".