The Forging of Institutional Autonomy: A Comparative Study of Electoral Management Commissions in Africa
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Bibliographic record
Abstract
Abstract. Building upon the theoretical framework of new-institutionalism, this article concentrates on electoral management commissions (EMCs), which, though the raison d'être of political battles in many African countries, have attracted very little analysis in academic literature. The sample includes seven countries and I concentrate on the issue of forging institutional autonomy. I propose five modes of institutional forging that produce different levels of autonomy. At the same time, I argue that autonomy refers less to legal provisions than to the empirical self-reinforcing and lock-in processes, which may or may not take place depending on power relations in the political arena. In turn, however, these differences may explain the contrasting trajectories African states have taken vis-à-vis democratization. Résumé. Alors qu'elles sont au cœur des luttes politiques dans plusieurs pays africains, les commissions électorales sont peu étudiées dans la littérature sur la démocratisation. Cet article utilise un cadre théorique néo-institutionnel pour analyser les commissions de sept pays en se concentrant spécifiquement sur la question de l'autonomie institutionnelle. Il met à jour cinq modes de création institutionnelle correspondant à différents niveaux d'autonomie qui, en retour, expliquent les trajectoires divergentes des pays en matière de démocratisation. L'autonomie est à rechercher moins dans les prérogatives juridiques que dans les rapports de forces entre acteurs au moment de l'émergence de l'institution et dans les processus subséquents d'autoreproduction institutionnelle.
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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 | 0.001 | 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 | 0.001 | 0.003 |
| 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