International Student Mobility Trends 2015: An Economic Perspective
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
International students contributed almost $27 billion dollars to the U.S. economy in 2014. The growth has been driven largely by students from upper-middle-income economies and countries with large national scholarship programs, which marks a significant shift from before the 2008 financial crisis.The purpose of this article is to reflect on the economic impact these new mobility trends and drivers are having on host countries at the national, local, and institutional levels. We first compare enrollments of international students in the top four English-speaking host countries (the U.S., UK, Australia, and Canada), before looking in more depth at the economic contribution of international students to the U.S. economy and select U.S. universities. We conclude with a look at the implications of the economics of student mobility for international enrollment management at U.S. institutions of higher education.
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 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 it