Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada
Bibliographic record
Abstract
International students face challenges and barriers to successful educational experiences in Canada for various reasons. With pressure from the Canadian Federal government to increase international student enrolment, post-secondary institutions are challenged to meet the unique needs of this group. Cultural adaptation involves a complex process that encompasses learning new sociocultural behaviours, the negotiation of new and emerging identities for the international students, and developing intercultural communication skills to be able to successfully function academically and socially in their new environment. For this thesis, I undertook primary and secondary research to examine how international students perceive their experiences and challenges, and also to identify attitudes and characteristics that international students suggest were helpful in negotiating their educational journey in Canada. International students from across Canada were surveyed using a structured online questionnaire. Follow-up interviews were then carried out with a sample of respondents. These interviews asked the students about positive and negative experiences they had encountered and how they resolved or synthesized these experiences. While the negative experiences varied greatly, from academic performance issues to the challenges of finding work opportunities in Canada, the positive experiences mentioned by all of the students highlighted the establishment of meaningful connections with others in Canada, whether a professor, a teaching assistant, same-culture or host-culture friends. The students identified a number of behaviours and attitudes that they believed contributed positively to their experience including the willingness to try news ways of doing things, having a positive outlook, and also developing self-confidence.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.012 | 0.004 |
| Scholarly communication | 0.006 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".