Students’ participation in transnational higher education: motivations for choosing a short-term study abroad programme
Bibliographic record
Abstract
Short-term study abroad programmes are increasingly recognised as pivotal components of transnational higher education and increasing in prominence across university landscapes. However, the scholarly discourse predominantly focuses on long-term study abroad experiences, and needs more research concerning short-term engagements. This study seeks to address this by exploring students’ motivations – a critical element of transnational educational exchanges – for participating in a short-term Sino-Canadian study abroad programme. Employing expectancy-value theory, the research utilises a mixed-methods approach, including interviews, observations, and summative reports, conducted before, during, and after the programme to assess the participants’ expectations and perceived values. The findings reveal a compensatory relationship between expectancy and value, as well as between value and cost, which significantly influences student participation decisions. This study underscores the implications of these dynamics within the broader context of transnational higher education, aiming to enhance programme design and improve participant experiences in short-term study abroad settings.
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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 | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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".