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 the face of globalization, states around the world have tried to regain legitimacy by using a policy framework known as new public management (NPM). In education, it promises to improve quality and competitiveness, by means of increasing control over educational institutions, implementing managerial techniques and submitting educational institutions to increased competitiveness. This article presents evidence from an exploratory study comparing senior college administrators' attitudes in the Canadian province of British Columbia and those of vocational school administrators in two German subjurisdictions toward NPM. Questions addressed include: (1) how NPM-related measures were perceived by those administrators; and (2) how differences in the way reform discourses are framed in the different subjurisdictions impact the administrators' attitudes towards NPM. Findings show that the level of agreement on different aspects of NPM was comparatively similar across countries and subjurisdictions. Correlational analysis, however, revealed differences between the administrators' semantic constructions of the reform policy. Interpretive analysis indicated that semantic constructions were linked to the varying policy discourses of the subjurisdictions. The article concludes that discourse is an important aspect when introducing NPM in educational institutions, since it lays the groundwork for the conceptualization of future policy discourses.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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