The Role of Universities in Building Local Economic Capacities
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
As the knowledge economy develops and intensifies, increasing pressure is being placed on universities to help in local economic capacity building to meet the challenges of globalization. This article explores this expanded university role from the perspective of the provision of policy analysis and advice they can provide. It proposes the use of mixed‐methods analysis, combining informed empirical modeling and “intensive” case studies to reveal local economic processes. An analysis of Australia's regional problems to exemplify this approach highlights the significance of “enterprising human capital” in promoting regional economic growth and suggests a policy prescription that includes enterprising education. In contradistinction, using U.K. evidence, the pitfalls of entrepreneurship education are outlined as it relates to the role of universities in local economic capacity building. The study calls for dialogue to bring about radical rethinking of policy analysis, advice, and the role universities can play in local economic capacity building.
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 | 0.002 |
| 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