Highlighting the Duality of the ICT and Development Research Agenda
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
Central to this paper is the argument that existing classifications of the information and communication technology and development literature fail to explicitly acknowledge a fundamental duality between two distinct problem domains found within the research body. Through an extensive review of 184 journal articles and conference proceedings, a framework is proposed that suggests a partitioning of the existing literature into two distinct streams of research: (1) those studies that focus on understanding technology “for development” and (2) those studies that focus on understanding technology “in developing” countries. More than an exercise in semantics, the authors argue that the two streams represent separate sets of research objectives that are currently being conflated and addressed interchangeably within the same research environment. At present, there appears to be little recognition or explicit acknowledgement of this branching of research domains, as well as little reflexive discussion on the epistemological, methodological and theoretical implications of this delineation. A discussion related to the efficacy and relevance of the two separate research agendas is provided, along with recommendations for future research directions.
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 | 0.003 | 0.001 |
| 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 | 0.000 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| 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