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
Institutional work concerns the way in which the activities of actors contribute to the evolution of institutions, whether through their creation, disruption or maintenance. In this paper, we argue that the notion of “test”, as developed by conventionalist theory, provides an innovative lens through which to examine the nature of institutional work and the evolution of institutions. Conventionalist theory posits that constitutive value frameworks guide individuals’ behaviors and provide the legitimating systems for their actions. It pays particular attention to moments of questioning of these value frameworks, and how they may affect existing legitimate practices and principles. Such moments of test provide a remarkable opportunity for understanding institutional work as they allow a close examination of three key dimensions associated with actors’ questioning or reproduction of constitutive value frameworks: agency, relationality and temporality. We suggest that an analytical focus on moments of test can foster more systematic attention to these dimensions, and productively contribute to ongoing research on how and why institutions may be disrupted, maintained, or created in a diversity of situations.
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 | 0.000 |
| 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