A Canadian Lens on Facilitating Factors for North American Partnerships
Why this work is in the frame
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Bibliographic record
Abstract
What does it take to develop and maintain effective international education partnerships between institutions in the Canada, Mexico, and United States? This was a driving question for the qualitative study funded by a Fulbright-Enders-Garcia grant examining the relationship between North American partnerships and campus internationalization. Administrators, professors, and students at four institutions in Quebec, Canada and two institutions in Mexico shared institutional documents and their perspectives on North American partnerships and campus internationalization to help eluminate this relationship. This article features a Canadian lens on what factors contribute to effective partnership development with institutions in Mexico and the United States. The qualitative case study approach yields data on the facilitative institutional documents, administrative structures, and supporting mechanisms that exists within a given institution. Through probing interviews with diverse stakeholders, this approach also yields the human dimension—that is the factors that facilitate individual efforts to craft and maintain partnerships. The piece features primarily the internal workings at work on one side of the partnership equation—in this case within the Canadian institutions. Internationalization champions who are initiating new North American partnerships or seeking to maximize the effectiveness of existing international partnerships are the intended audience. It draws illustrations from the case studies to substantiate the argument that through the combination of visionary leadership, facilitative mechanisms, and competent internationalization leaders who are intentionally collaborating successful partner relationships are established and sustained. It is clearly critical in this global era for institutions to develop international partnerships that advance individual research agendas and student global learning. The issue at hand is how might leaders articulate their vision and organize their institutional structures so that these partnerships contribute as well as they might to advancing student global learning. Drawing elements of good practice from each case, this piece offers a structural model for maximizing partnership engagement.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it