An examination of policy in practice: a case study of inclusionary internationalization
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
This article focuses on the perceptions of institutional practices and practices to nurture greater cross-cultural learning and inclusion by highlighting findings from an in-depth qualitative case study conducted at a prominent Canadian research university with a stellar reputation for recruiting and providing an inclusive environment for international students. Using a conceptual framework drawn from institutional diversity theory, this study examines perceptions by students, faculty, and staff of institutional practices and strategies aimed at nurturing inclusion for international students in order to glean insight about whether this institution is perceived to embody its espoused value of inclusive internationalization. The findings demonstrate that when internationalization is upheld as a core value of an institution, that value can be witnessed in the artefacts and rhetoric of an institution. While the rhetoric may influence the creation of additional services to support international students and faculty, it is limiting in its ability to produce inclusive environments, especially for populations of colour. The implications of these findings are discussed.
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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 | 0.001 |
| Science and technology studies | 0.000 | 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 it