An Analysis of Change in an Organizational Field: The Professionalization of English Rugby Union
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
Since 1995, the organizational field that constitutes English rugby union has undergone considerable transformation. Utilizing ideas about changes in actors, changes in exchange processes and interorganizational linkages, changes in the legitimized forms of capital in the field, and changes in regulatory structures, this paper explores the nature of this transformation in English rugby union. Data from 43 interviews with key individuals in the English game form the main data source for the study. The results show that changes in the communities of actors composing the field hastened change in other areas. Powerful new actors with strong ties to business environments brought with them professionally oriented values and a new institutional logic. Having made significant financial investments in the field, these actors collectively took measures to protect their economic interests. These measures took the form of political activity and coalition building, which, ultimately, reconfigured the field's regulatory structure. The new emphasis on economic capital prompted significant shifts in key actors' exchange relationships, in that clubs' strategies and structures were reoriented in order to gain access to this important network resource.
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 | 0.000 | 0.000 |
| 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