Issue 08: New Policies, New Students, New Direction? Trends in International Student Enrollment in Ontarioâs Changing Policy Landscape
Bibliographic record
Abstract
International students bring immense benefits to Ontarioâs postsecondary system and labour market through the financial boon they bring to universities and colleges, their cultural diversity, the positive economic impacts they can have on Canadian society after graduation, and the skills they develop and contribute. However, many international students may find it difficult to transition to permanent residence after graduation, or find the career they seek immediately upon completion of their studies. In addition, little is known about the number of international students transitioning to the labour market, their socioeconomic outcomes, or their success in doing so. The present analysis sought to identify the number of international students who entered Ontario from 2000 to 2012, their demographic and socioeconomic characteristics, identify trends in their entry, and identify the ways they most commonly transition to the labour market. It also identified the main policies guiding international student recruitment and transition, and noted the policy changes that would have the most direct effect on international students. This brief summarizes the findings from a research project for the Higher Education Quality Council of Ontario in 2013-2014.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".