How Can International Students be Supported in Post-Secondary Education in Canada? A Qualitative Study
Bibliographic record
Abstract
International students may encounter culture shock, a state of confusion or disorientation that arises as they adapt to an unfamiliar culture and leave behind their familiar one (Amos & Lordly, 2014). Since international students in Canada come from diverse countries, their perceptions of post-secondary education can vary greatly, often leading to academic challenges. This qualitative study, drawing on Acculturation Theory, explores how post-secondary institutions can more effectively address international students' needs. Data was collected through four focus group interviews with faculty, staff, and international students at a Western Canadian post-secondary institution. Students shared personal and academic needs while faculty and staff discussed their awareness of these needs and resource utilization. Findings emphasized the importance of promoting intercultural competence and personalizing learning experiences. Faculty and staff expressed a need for additional training and resources. The key implication is that effective support requires institutions to understand students' home-country educational perspectives and provide appropriate campus resources.
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 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 | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.026 | 0.010 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.003 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".