Academic and Social Experiences of Chinese International Undergraduate Students at a Canadian University
Bibliographic record
Abstract
The number of international students studying in Canadian universities continues to rise as a direct consequence of the internationalization of higher education in Canada. International students bring financial, cultural, and academic benefits to Canadian universities. Among all the international students pursuing higher education in Canada, Chinese international students take up a large portion and have become an important population group within the Canadian university community. Although Chinese international students have made tremendous contributions to Canadian universities, they also face many challenges when adjusting to their new environment. This study investigates the academic and social experiences of Chinese international undergraduate students through examining their transition process at one university in western Canada. The study is informed by Bourdieu’s capital theory. Specifically, this study employs a qualitative case study as the methodology and relied on semi-structured interviews as the method. Data for the study were collected from interviews with 10 Chinese international undergraduate students. This study reveals that Chinese international undergraduate students were motivated by different factors to study in Canada; additionally, they encountered various language, academic and social challenges, but each adopted creative coping strategies such as mobilizing their digital social capital to overcome these challenges. This study also suggests that it is important for university instructors, staff and local students to value international students’ cultural capital and their multilingual capital. Insights of the study can inform university policymakers, instructors, and staff to provide a better environment and appropriate support for international students.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.028 | 0.008 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| 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".