Professional learning and knowledge ‘transfer’ in practice: Immigrant engineers reticulating the epistemic culture of the profession
Bibliographic record
Abstract
It is known that skilled immigrants learn to integrate professionally. This paper complexifies this image. By following the experiences of ‘successful’ immigrants working in the engineering profession in Canada, it argues that immigrants engage in not only learning but also knowledge ‘transfer’. Their learning at work often starts as legitimate peripheral participation, and evolves through expansive participation in work activities. Meanwhile, they also ‘transfer’ knowledge and practices, a role that could be amplified given their transnational experiences. Immigrants’ learning and knowledge practices can also be understood as a sociomaterial process of translation, through which they knot together people and objects, while negotating power, position, and positionality at the same time. Through continuous learning and knowledge practices, the paper further highlights that immigrant engineers necessarily articulate themselves into, and to some extent, reticulate the epistemic ‘machineries’ or ‘culture’ of the profession, which is constituted through a nexus of professional associations, societies, institutions, and practice communities that are bounded by professional domains and interests, and lifeworld exigencies. Conceptually, this paper draws on practice-based theories and views continuous learning and knowing as an effect of the sociocultural and sociomaterial organization of professional practices.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".