Internationalization in Canadian Higher Education: A Case Study of the Gaps between Official Discourses and On-the-Ground Realities
Bibliographic record
Abstract
Abstract This case study about one university’s internationalization initiative, known as North Goes South, provides a nuanced and finely grained understanding of what internationalization looks like in practice. The study was guided by a desire to probe the perceived impact of a Canadian–East African internationalization initiative on students, faculty, and Tanzanian community members. The article begins with a brief review of the literature on internationalization and higher education in Canada. The rationale for using a case-study methodology is presented, along with the background and context of the case. Following an outline of the research methods, the study results are reviewed to show the complex and contradictory ways in which this internationalization initiative played out in one higher education setting, pointing to the gap between official discourses of internationalization and on-the-ground realities. Résumé Connue sous l’appellation « North Goes South » (Le Nord va au Sud), cette étude de cas concernant l’initiative d’internationalisation d’une université en particulier fournit une compréhension nuancée et finement détaillée de ce à quoi ressemble l’internationalisation dans la pratique. L’étude a été guidée par un désir de sonder l’effet perçu d’une initiative d’internationalisation canadienne-est-africaine sur les étudiants, le corps professoral et les membres de la communauté tanzanienne. L’article débute par une brève recension des écrits sur l’internationalisation et l’enseignement supérieur au Canada. Nous y justifions l’utilisation d’une méthodologie d’étude de cas et y présentons le fond et le contexte du cas en question. Nous dessinons ensuite les méthodes de recherche et examinons les résultats de l’étude afin de révéler les manières complexes et contradictoires de concrétisation de cette initiative d’internationalisation dans un cadre d’enseignement supérieur, soulignant ainsi l’écart existant entre les discours officiels d’internationalisation et les réalités sur le terrain.
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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 | 0.006 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.010 |
| Science and technology studies | 0.058 | 0.017 |
| Scholarly communication | 0.010 | 0.003 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 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".