Intercultural Encounters: Creating Purposeful Interactions between Domestic and International Students
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
Considering that internationalization has become an important component of many universities’ strategic plans, universities might want to expand efforts to increase Internationalization-at-Home initiatives. With the increasing number of international students on Canadian campuses, an opportunity exists to enhance both domestic and international students’ understanding of global issues and their impact on societies throughout the world. The Problem of Practice (PoP) addressed in this Organizational Improvement Plan (OIP) is leveraging the opportunity to create purposeful interactions between domestic and international students within a small, yet divided, University College. Foundational to this OIP are leadership approaches, including systems, adaptive, and distributed leadership, that are employed to identify patterns and implement change. Using Bowman and Deal’s (2017) four frames, an analysis of the current situation is reviewed to assist in determining of the change process. In considering change drivers, the STEEPLED approach is applied as it provides a thorough examination of multiple aspects for consideration. Change readiness is also deliberated, often in tandem with change drivers. The chosen solution is the creation of purposeful interactions via extracurricular activities for all students as well as co-curricular activities for students in the School of English, while also staying the course of continuing to look for opportunities for purposeful interactions for degree students. The framework for leading change and proposed solution are based on Complex Adaptive Systems and the Change Path Model (Cawsey et al., 2016), while the implementation, monitoring and evaluation methods include the Change Path Model, the PDSA Model and the Program Logic Model.
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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 | 0.000 | 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 | 0.002 | 0.005 |
| Open science | 0.001 | 0.001 |
| 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