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 May 2003 all university faculties of medicine, health sciences, nursing, business, and public administration in Canada were surveyed to document whether their promotion practices gave equal treatment to researchers with traditional disciplinary-based scholarly outputs versus those with nontraditional outputs flowing from an applied interest in interdisciplinary research, collaboration with nonacademics, and knowledge transfer. Forty-seven deans (response rate = 67 percent) and thirty-two promotion committee members (response rate = 51 percent) consistently rated research as more important than teaching and community service in promotion proceedings. Furthermore, in their considerations of research they accorded significantly more value in promotion to traditional than to nontraditional scholarly outputs. Among the deans, for example, the top ten ranked activities included seven traditional research outputs, two teaching-related outputs, and only one nontraditional research output. Scholars with nontraditional outputs were slightly less disadvantaged in health-related faculties compared to the nonhealth faculties. Despite broader acceptance of an evolving research landscape in Canadian universities, current reward structures may create barriers for academics interested in conducting nontraditional research characteristic of the emerging paradigm of applied scholarship.
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 | 0.007 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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