An alternative social imaginary for internationalization in universities
Bibliographic record
Abstract
The purpose of this study is to make recommendations for the practice of internationalization at public research institutions. Responding to the calls to challenge the meaning and intentions of internationalization in higher education, this is a conceptual inquiry into internationalization, relying upon public documents revealing the history, practices, and policies as well as the literature, to investigate how a public research institution in Canada has understood and experienced internationalization and to imagine an ethical and educative implementation of internationalization in the future. This inquiry found a disconnect between some of the practical policies of the institution and government, and the voice of the institutional leader and the students. This difference was reflective of the social imaginary operating behind the policies and actions. The voices of the leader and the students almost exclusively operated from the more collaborative and communicative imaginary. This exploration into the discourse of internationalization has led me to believe that rather than being a mechanism for coping with globalization, internationalization offers individuals and institutions the opportunity for required growth and development. Internationalization is a policy position that can result in practices that inspire an ethic of interconnected problem solving, individual identity development, and an ethos of care in institutions. I argue that without an approach to internationalization that promotes a social imaginary of collaboration and networked institutions, characterized by global citizenship and intercultural learning, universities are at risk of succumbing to the forces of neoliberal policy directions, marketplace politics, and the tradition of status and rankings. This alternative social imaginary for internationalization––valuing a network of people and institutions in order to create conditions that serve, support, and inspire collaboration for learning, research, and change across the globe—will yield a new way of being for universities, one that results from our history and resonates with our contemporary purpose.
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 | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".