The Impact of International Culture on Learning at the University of Louisville
2018
- 5Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
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- Abstract Views5
Artifact Description
A survey was conducted to determine various attitudes in regards to international faculty and students and how they affect the learning culture at the University of Louisville. In addition to basic demographic information, questions were asked concerning the impact of International/American students and faculty on learning and to what extent language was a barrier to that learning. Data were collected through a survey of 103 randomly selected students and 100 randomly selected faculty members. The survey was conducted at various spots around the University of Louisville Belknap and Health Science campuses where students are known to congregate. The data were collected during the morning and afternoon hours of Fall 2005 to ensure that the sample was representative of the university community. Chi-squared tests show that students who experience a language barrier tend to be less satisfied with international faculty (p<.0001) and their international classmates (p=.0203). Likewise, Chi-squared tests on the data show that academic major affects faculty preference (p=.0127) as does academic level (p=.0018).
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