A comparative research design on the role of national culture in adult training activities: perspectives from Canada and Tunisia
Bibliographic record
Abstract
The literature highlights the role that culture plays in adult learning activities (see Francis, 1995; Hites, 1996; Weech, 2001). The underlying intention of the study is to examine the role that the local Tunisian culture plays in adult learning activities embedded within workplace training programs. The outcomes will direct practitioners and global companies operating in Canada and Tunisia to resourcefully manage their professional education programs efficiently and effectively while meeting the expected learning outcomes of training participants. The theoretical goal is multi fold, first to study the influence of the local culture on learning activities presented in training programs more systematically and specifically in the current Tunisian context, and, secondly to observe what occurs during the various phases of the adult learning process. Despite the fact that professional learning programs are designed at the local levels of society and subject to local legislation and domestic regulations, countries that are cognisant of the important role that culture plays in global training practices may lead us towards alternate and more insightful means of examining how national educational practices and regulations shape current realities.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.007 |
| Science and technology studies | 0.018 | 0.005 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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".