It Does Matter How You Get to the Top: Differentiating Status from Reputation
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
Status and reputation have long been recognized as important influences in management research and recently much attention has been paid to defining the two concepts and understanding how they are utilized by organizations. However, few strategic management studies have identified the different methods through which status and reputation are constructed. While reputation has been linked with a history of quality, and status has been identified as an externally assigned measure of social position, empirical studies have been highly idiosyncratic in their identification of the mechanisms used to obtain either construct. This paper attempts to rectify that gap in the literature by identifying two distinct methods used to obtain reputation and status. We argue that certification contests can be used to increase organizational reputation and tournament rituals can be used to increase organizational status. We build theoretical propositions regarding the use of certification contexts and tournament rituals to show how reputation and status are achieved through similar, but distinct, methods and further the research on teasing apart these two important and intertwined concepts.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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