DEVELOPING INTERCULTURAL COMPETENCE IN CANADIAN HIGHER EDUCATION: EXPLORING STUDENT LEARNING EXPERIENCE IN CULTURALLY DIVERSE CLASSROOMS
Bibliographic record
Abstract
With the increasing prominence of internationalization and the growing diversity within higher education, intercultural competence is inevitably required. Intercultural competence, as one of the outcomes of internationalization, is incorporated in different forms within the internationalization strategies of universities. The primary research concern was that despite the importance of curriculum internationalization in developing intercultural competence, there is a lack of effective integration of this competence into the educational strategies of academic institutions. This thesis aimed to investigate the approaches by which the University of Saskatchewan facilitates the development of intercultural competence, emphasizing the perception and experience of intercultural competence among students. A qualitative research method was employed in this study, utilizing a case study approach with semi-structured interviews and document analysis. The collected data are coded and analyzed using NVivo 14 software. Based on the findings, the university has attempted to include concepts related to intercultural competence and internationalization, indirectly and rarely directly, in its collection of objectives for the organization; however, there was a lack of consistent emphasis on these concepts and a clear and concise strategy that can systematically guide the university practices towards them. Moreover, students' experience in the classrooms indicated some shortcomings in the formal curriculum for integrating international and intercultural elements, professors' unfamiliarity with the students' cultural background, and the lack of a systematic effort to integrate students into the classroom and the university, demonstrated the necessity of deliberate effort to deal with these deficiencies. The study highlighted broader implications for theory, practice, policy, and future research.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.020 | 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".