International Students' Views of Transition to Employment and Immigration
Bibliographic record
Abstract
This study explored international students’ views and experiences of transitioning from school to employment with the goal of permanent immigration. A semi-structured interview with critical incidents was used to assess the career transition experiences of 14 graduate international students from university to employment and permanent immigration to Canada. Data were analyzed using a constant comparison method and critical incident protocol. Despite the fact that most students had not obtained a job after completing their educational programs, the majority felt as though the decision to remain in Canada to work and eventually immigrate was a good one. Students’ expectations about better job prospects were unmet while their expectations about an enhanced quality of life in Canada were met. Students recommended that Canadian employers be more open-minded about hiring people with international experience and see the benefits of a diverse workforce. The international students hoped that those employed in career services will help future students to build networks and meet prospective employers. Students advised future international students to educate themselves about Canadian culture, how Canadians interact, and the Canadian work environment. Implications for career services and career counselling are discussed.
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 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 | 0.001 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".