Bibliographic record
Abstract
RÉSUMÉ : Dans un contexte de forte croissance de la migration pour étude, l'intégration professionnelle des étudiants internationaux est l'un des enjeux auxquels font face ces derniers dans les pays d'accueil. L'objectif de ce mémoire est d'identifier les difficultés d'intégration en emploi des étudiants internationaux en France et au Québec, tout en mettant en lumière les points de similitudes et de dissemblances qui ressortent de ces deux contextes. Ancrées dans une approche de l'autopraxéographie et dans un paradigme épistémologique constructiviste, les analyses réflectives et réflexives sont faites sur la base des témoignages de l'étudiant chercheur. Les résultats de cette étude ont donc révélé que les étudiants internationaux font face à des difficultés multidimensionnelles dans leur processus d'intégration en emploi, qu'ils soient en France ou au Québec : contraintes administratives, reconnaissance des diplômes et expériences étrangers, connaissance de marché du travail local, accueil, intégration organisationnelle, culturelle et communicative. Les résultats montrent également quelques différences dans les difficultés rencontrées par les étudiants dans ces deux pays : la rigidité des règles administratives tant en France qu'au Québec, l'accueil des employés dans certains secteurs est moins structuré au Québec, mais mieux structuré en France. La relation interpersonnelle au Québec est moins coopérative, marquée par une communication indirecte alors qu'en France, elle est plus coopérative et repose sur une communication directe. -- Mot(s) clé(s) en français : Immigration, étudiant international, emploi étudiant, intégration en emploi, processus d'intégration. -- ABSTRACT : In a context of strong growth in migration for study purposes, the professional integration of international students is one of the challenges they face in host countries. The objective of this thesis is to identify the difficulties international students encounter in integrating into the job market in France and Quebec, while highlighting the similarities and differences that emerge from these two contexts. Rooted in an autopraxeography approach and a constructivist epistemological paradigm, reflective and reflexive analyses are based on the testimonies of student researchers. The results of this study revealed that international students face multidimensional difficulties in their job integration process, whether in France or Quebec: administrative constraints, recognition of foreign degrees and experience, knowledge of the local labor market, reception, organizational, cultural, and communicative integration. The results also show some differences in the difficulties encountered by students in these two countries: administrative rules are more rigid in France than in Quebec, and employee reception in certain sectors is less structured in Quebec but well structured in France. Interpersonal relationships in Quebec are less cooperative and characterized by indirect communication, whereas in France they are more cooperative and based on direct communication. -- Mot(s) clé(s) en anglais : Immigration, international student, student employment, job integration, integration process.
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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 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.016 | 0.008 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.001 | 0.012 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.012 | 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".