An Exploration of the Relationship Between Organizational Factors and the Learning Experiences of International Graduate Students
Bibliographic record
Abstract
Many higher education institutions in Canada are enrolling international graduate students as part of their internationalization strategy.However, once international graduate students arrive at their host institution, they often experience tensions in the classroom.There is a lack of critical examination concerning how these students are treated once they are admitted (Lee, 2007b).Much of the existing research frames international students as having to acclimate to their institution rather than examining the institutional structures in place to support these students.There is a paucity of studies that explores the relationship between international graduate students, university administrators, and policymakers in the context of internationalization.This qualitative study sought to extend the research on internationalization and the academic experiences of international students in Canada by examining: (1) The classroom experiences of international graduate students at a higher education institution in relation to internationalization;(2) University administrators' understandings of international graduate students' classroom experiences in relation to internationalization; (3) Existing university policies and initiatives that address the classroom experiences of international graduate students in relation to internationalization; and (4) The relationship between university policies, administrators' understandings of international graduate students' classroom experiences, and international graduate students' actual experiences in relation to internationalization.This study used a grounded theory approach.An expanded critical race theory lens was used to illuminate students' experiences.Overall, a disjunction was found between the policies and reports, university administrators' understanding of international graduate students' experiences in the classroom and international graduate students' actual experiences.Four key findings emerged from the interview data and document analysis, which were reflected across the data sets: (1) Lack of
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 | 0.000 | 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 | 0.002 |
| Open science | 0.001 | 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".