Les défis et les opportunités post COVID-19 en lien avec l'insertion professionnelle des étudiant.e.s. internationaux : le cas d'une étudiante internationale
Bibliographic record
Abstract
« Le but de cette recherche est de comprendre les défis et les opportunités liés à l'insertion professionnelle des étudiant.e.s internationaux.ales au Québec, à travers l'expérience d'une étudiante internationale arrivée et installée dans un contexte post-COVID-19. De nombreuses thématiques sont étudiées, notamment les obstacles et opportunités d'insertion professionnelle, le stress d'acculturation, la vulnérabilité, le rôle des politiques gouvernementales et des initiatives d'insertion, ainsi que les théories telles que la reconnaissance des compétences et qualifications et celle de l'intégration et inclusion. La méthode de l'autopraxéographie induite par le paradigme épistémologique constructiviste pragmatique (PECP), dont le partage d'expérience de manière réfléchie et analytique, offre une compréhension multidimensionnelle des défis rencontrés par les étudiant.e.s internationaux.ales et des opportunités disponibles pour faciliter leur intégration professionnelle dans le contexte québécois. Nous concluons ce travail en démontrant la nécessité d'une approche multifacette pour améliorer l'intégration des étudiant.e.s internationaux.ales, tout en soulignant le rôle crucial des politiques et des initiatives locales dans ce processus. -- Mot(s) clé(s) en français : insertion professionnelle, étudiant.e international.e , défis, opportunités, intégration, immigrant, Québec, compétences, expérience. »-- « The aim of this research is to understand the challenges and opportunities related to the professional integration of international students in Quebec, Canada, through the experience of an international student arrived and installed in a post-COVID-19 context. Numerous themes are explored, including obstacles and opportunities to professional integration, acculturation stress, vulnerability, the role of government policies and integration initiatives, as well as theories such as the recognition of skills and qualifications, and integration and inclusion. The method of autopraxerography induced by the pragmatic constructivist epistemological paradigm (PECP), including the reflective and analytical sharing of experience, offers a multidimensional understanding of the challenges faced by international students and the opportunities available to facilitate their professional integration into the Quebec context. We conclude this work by demonstrating the need for a multifaceted approach to improving the integration of international students while highlighting the crucial role of local policies and initiatives in this process. -- Mot(s) clé(s) en anglais : professional integration, international student, challenges, opportunities, integration, immigrant, Quebec, skills, experience. »--
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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 | 0.009 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.016 | 0.016 |
| Scholarly communication | 0.012 | 0.006 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
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".