An Examination of the Extent to which the Mount Saint Vincent University Business and Tourism Learning Passport Programme Influences Undergraduate Students’ Learning Experiences using the Jones (2018) Conceptual Model
Bibliographic record
Abstract
The Jones conceptual model includes extracurricular activities (ECAs) as one of seven microsystems that influence the undergraduate student learning experience.This case study used the Jones model as a framework to study the extent to which the ECAs, within the Mount Saint Vincent University (MSVU) Business and Tourism Learning Passport (LP) programme, met the needs of undergraduate students' post-secondary learning experience [1].Through the LP programme students are able to engage with five of the seven microsystems in the Jones model: the degree programme (academic), ECAs, preparing for life after graduation (career), transition into student life (personal development), and university peer and friendship groups.While they are important factors which influence students' participation, or lack of participation, in the programme, the LP programme does not have control over the remaining two microsystems in the Jones model: social background of the students and expectations pre-university.This qualitative research study revealed that the LP programme contributed to undergraduate students' learning experience as demonstrated by the Jones model.Researchers adapted the Jones model based on the analysis of the LP programme.They found interaction between the LP ECAs and other microsystems in the model.Researchers also determined the LP programme should explore ways to better capture social engagement and personal development.Researchers recommended the Jones model [1.better highlight how the contribution to community through volunteering and social advocacy influences undergraduate student learning.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| 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".