The Wizards of Oz: Towards an Institutional Approach to Elites, Expertise and Command Posts
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
Over the past half century, organizational studies scholarship has increasingly drifted away from addressing broader societal and political issues, as well as an interest in developing policy-relevant recommendations. In this paper, we argue that the time is ripe for a systematic re-engagement with how the dynamics of economy and society are fundamentally shaped by various elites, new forms of expertise, and their command posts — centers of societal power that regulate, oversee, and aim to maintain social order. Recalling early efforts by C. Wright Mills and his contemporaries, we call for the development of an institutional approach to the study of elites and command posts that draws on contemporary theories of power and culture to inform the creation of a new body of knowledge to inform our understanding of policy making and implementation. Drawing on a diverse array of sociological literatures and examples, the institutionalist agenda we lay out requires research that goes beyond a focus on any particular nation-state; a cumulative research program that embraces cross-national comparative studies and the study of international elites and command posts that operate across nation-states is crucial.
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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 | 0.001 |
| 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 | 0.001 |
| 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