Intercultural Capacities and Responsiveness in Higher Education Contexts: Perspectives and Experiences of International Graduate Students
Bibliographic record
Abstract
In this qualitative, single case study, I focused on international graduate students enrolled in a higher education institution in Western Canada to explore their perspectives and experiences on intercultural capacities and responsiveness in higher education contexts. The participants were international graduate students who had been in a Canadian higher education institution for a minimum of one year. Through semi-structured interviews with six international graduate students, document analysis, and a reflective journal, I explored their perspectives and experiences on intercultural capacities and responsiveness in higher education contexts. I sought to understand experiences of international graduate students that included: inclusive integration, alienation, and/or isolation when transitioning into their new academic environment, given their unique socio-cultural backgrounds and learning needs. I examined the responsiveness of higher education institutions to the needs of international graduate students by drawing on intercultural capacities of both the international graduate students and the higher education institution. As an international graduate student myself, I was a researcher–participant in this study. Together, participants and I interpreted and shared our perspectives and experiences through dialogue. The interaction focused on what intercultural capacities meant to them; their significant learning experiences; their intercultural perspectives as international graduate students; and, how the higher education institution supported them in adjusting to their new academic environment.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.026 | 0.025 |
| Scholarly communication | 0.011 | 0.005 |
| Open science | 0.002 | 0.016 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".