How Canadian Universities Are Caught in Geopolitical Tensions: Perspectives of Faculty of Chinese and Non-Chinese Origins
Bibliographic record
Abstract
Abstract: Canada substantially supported Chinese university development in the 1980s and 1990s, through international aid projects. Since the 2000s, Canadian universities have enjoyed the reciprocal benefits, in terms of an increasing in-bound flow of Chinese students, a pipeline of faculty members of Chinese origin, and growing research collaboration. Nevertheless, now caught in the Canada-China-US trilateral relations, Canada has followed the US in an attempt to link university collaboration (research in particular) to national security concerns and combat possible intellectual espionage from China. Against such a backdrop, this study aims to spotlight the voices of Canadian university faculty of Chinese descent, concerning how the wider geopolitical circumstances and sociopolitical environment might impact their career development, and lead to racial profiling effect for them. Résumé: Le Canada a amplement soutenu le développement des universités chinoises dans les années 1980 et 1990, par le biais de projets d'aide internationale. Depuis les années 2000, les universités canadiennes ont profité des avantages réciproques, en termes de flux croissant d'étudiants chinois, d'une cohorte de professeurs d'origine chinoise et d'une collaboration croissante en matière de recherche. Néanmoins, désormais pris dans les relations trilatérales Canada-Chine-États-Unis, le Canada a suivi les États-Unis dans leur tentative de lier la collaboration universitaire (la recherche en particulier) aux préoccupations en matière de sécurité nationale et de lutte contre un éventuel espionnage intellectuel de la part de la Chine. Dans ce contexte, cette étude vise à mettre en lumière les voix des professeurs d'université canadiens d'origine chinoise, concernant la manière dont les circonstances géopolitiques et l'environnement sociopolitique au sens large peuvent avoir un impact sur le développement de leur carrière, et conduire à une incidence sur leur profil racial.
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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 | 0.006 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.009 |
| Science and technology studies | 0.063 | 0.020 |
| Scholarly communication | 0.017 | 0.005 |
| Open science | 0.003 | 0.009 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 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".