Border Crossings: How Academic, Social and Cultural Experiences Converge to Shape the International Education of German and Canadian Students on the Ontario-Baden-Wuerttemberg Exchange Program
Bibliographic record
Abstract
Study abroad programs contribute significantly to a students academic, personal, and professional development; however, students are often unable to articulate how their international experiences translate into specific learning outcomes and demonstrate connections between their academic and nonacademic environments and experiences. This study drew on two strands of literature study abroad and student learning and retention in higher education - and interviewed 12 Canadian and German participants in the Ontario-Baden-Wrttemberg student exchange program. The study found that while reinforcing the importance of study abroad to students learning and development, students (I) distinguished between their academic, social, and cultural experiences; (II) recognized the interconnection of these experiences while abroad and at home; and (III) highlighted the importance of the classroom and academic institution as key sites to develop friendships, social networks, and a sense of belonging that ultimately enhanced students learning outcomes and experiences in the academic, social, and cultural contexts.
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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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".