Global Citizenship Education in Post-Secondary Institutions – Theories, Practices, Policies
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Over the last five years there have been a plethora of books, articles and policy papers addressing 'internationalisation' and 'global citizenship' within higher education.Most of these have come from a standpoint that is how best can universities respond to the challenges of globalisation, be more international in outlook and equip its graduates to have the skills to live and work anywhere around the world.Some such as Stearns (2009) have consciously looked at how universities and colleges, in this case in the USA, can change their focus and curriculum content.Maringe and Foskett (2010) address questions of marketisation, international student mobility and international collaboration from a range of institutions and countries.Trahar (2011) addresses the need to incorporate cross-cultural capability within learning and teaching.Unterhalter and Carpentier (2010) relates the debates about the future of higher education and wider questions such as the knowledge economy and increased global inequality.Shultz, Abdi and Richardson in their edited volume take a different standpoint, drawing on critical pedagogy, post-colonial analysis and hermeneutic interpretation.The twenty chapters in the volume come mainly from authors linked to their University of Alberta, Canada, but also include chapters from academics from elsewhere in Canada, Finland, Brazil and Ghana.The volume is based on papers first presented a conference in 2008.The University of Alberta is recognised as one of the leading universities in the world that is addressing global citizenship within higher education.Global Citizenship is also recognised within the mission statement of the University and it has run an International Education Week for over 25 years.
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.
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 | 0.004 |
| 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 | 0.001 |
| 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