The University Student in a Reflexive Society: Consequences of Consumerism and Competition
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In what follows I argue that, with the transformation from elite to mass university systems, the consumer role is ascendant, especially as higher education systems become more institutionally diverse, complex, inclusive and expansive. In this environment, students and their patrons (parents, governments, etc.) demand more responsive and flexible institutional forms, which some sociologists have argued reflects the advent of an increasingly reflexive society. In the case of universities, the result of social reflexivity is an inevitable blurring of some important boundaries, especially those between the external and internal values of the academic culture. In this context it is not surprising that students are more directly and exclusively focused on the utilitarian value of education, and its role as a gateway to occupational opportunities and social prestige. However, I propose that student consumerism need not be a threat to academic communities, especially in a public university system like that of Canadas. In particular, wise government policies concerning student financing and institutional competition can help to avoid some of the crises emerging in market-oriented systems like that of the United States.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 it