Sosanya M Jones

This article focuses on institutional practices and practices to nurture greater cross-cultural learning and inclusion by highlighting findings from an in-depth qualitative case study conducted at a prominent Canadian research university with a stellar reputation for recruiting international students. Using a conceptual framework drawn from integrated threat theory and institutional diversity theory, this study examines institutional practices and strategies aimed at nurturing greater inclusion for international students in order to glean insight about whether this institution embodies its espoused value of inclusive internationalization. The findings demonstrate that when internationalization is upheld as a core value of an institution, that value can be witnessed in the artefacts and rhetoric of an institution. While the rhetoric may influence the creation of additional services to support international students and faculty, it is limited towards producing inclusive environments, especially for populations of color. The implications of these findings on are discussed.

Yifang Yu

The study examined the specific features of the opening and closing rituals in email exchanges used by the librarians in contrast to the patrons at an American university. Data for this study included 472 emails (236 patrons’ queries; 236 librarians’ responses) drawn randomly from a pool of over 3,000 email threads from October 2007 to April 2011 from the university library. Although there were cases where the librarians and patrons did not use opening or closing rituals, the results indicate that the librarians used openings and closings more frequently than the patrons. These results were compared and contrasted with the findings reported by Park, Li, and Burger (2010).