Bibliographic record
Abstract
This issue represents the 15 th year in the Journal of Comparative and International Higher Education (JCIHE) has been presenting innovative and emerging topics in the fields of comparative education and international higher education.JCIHE is listed in numerous databases including Cabells, Ebscohost, Eric and others.Over the past 15 years, JCIHE has published authors from around the world and in so doing is expanding research on various countries.More importantly, these publications include voices from regions that have previously been invisibilized in the publishing world.In Volume 15, Issue 1, 2023, I am pleased to share the JCIHE annual report, one essay and nine empirical articles that focuses on higher education issues in the following countries: Asian countries, Australia, Canada, England, Greece, Netherlands, Puerto Rico, Sudan, and USA.The annual report shows the growth and depth of publications within the past year.JCIHE is an open access, independent, double-blinded peer-reviewed international journal publishing original contributions to the field of comparative and international higher education.The JCIHE is the official journal of the Comparative and International Education Society (CIES) Higher Education Special Interest Group (HESIG).The mission of the journal is to serve as a place to share new thinking on analysis, theory, policy, and practice, and to encourage reflective and critical thinking on issues that influence comparative and international higher education.JCIHE showcases new and diverse international research that uses rigorous methodology that focuses on theory, policy, practice, critical analysis, and development analysis of issues that are influence higher education.JCIHE has as its core principles: a) comparative research; b) engagement with theory; and c) diverse voices in terms of authorship.Three broad themes are represented in the articles in the 15(1) issue: Student Learning Strategies, Institutional and Pedagogical Contexts, NGO and National Contexts. Student Learning StrategiesStudent learning strategies and pedagogy are explored in two articles.Torres-Arends examines how international students understand academic regulations in how to interact with their professors and how curricula can be re-designed to clarify communication processes.Ghazarian, Bhandaria, and Chena share that despite difficult experiences of international students studying in the United States during the COVID-19 Pandemic, the image of the United States as a destination of choice remains attractive. Institutional and Pedagogical ContextsFour articles explore specific institutional types and their roles in supporting global learning.Bowling examines global liberal arts colleges and universities in Asia and the messages of critical hope given to students by admission staff.Katsara examines the implementation of culturally responsive pedagogy within the teaching context of Problem-Based Learning in Greece.Mall & Payne show how international students of color (ISOC) during the COVID-19 pandemic at a predominantly white institution (PWI) are viewed as having "double-invisibility"both racially minoritized and foreign status -international students of color face unique challenges.Rodrguez-Vargas and Collins examine the interchange of interruption of coloniality by university professors in the public university system of Puerto Rico and the reproduction of coloniality by university administrators.Gonzales, Chai, & King use the Racial and Ethnic Microaggressions Scale (REMS), Perceived Stress Scale (PSS) and the Perceived General Wellbeing Indicator (PGWBI) to measure the reporting of racial microaggression of mostly Asian international students in Australis. NGO and National ContextsThree articles explore the interconnections between NGO and National contexts and higher education.Alcaide, Meyer, Greco, Abdallah, and Ahmed examine the employment outcomes from students in Sudan who participate in the grant funded INSO project.Woolf critiques practices in study abroad of prioritizing community engagement where the focus on communities within urban change are constantly shifting.Gian-Louis Hernandez introduces the concept of anationality to move the debate around the nation and nationality beyond normative, essentialistic conceptualizations to negotiate local, regional, national, and global processes.
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 | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.006 |
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; both teacher heads agree on what is shown here.
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".