Reviewing the Ambiguous: Examining the Typologies of Public Participation Towards Its Evaluation
Bibliographic record
Abstract
Arguments surrounding the epistemology, as well as practical manifestation of various typologies of public participation are enormous. This highlights not only the fluid and complex nature of the concept but also how strongly tied it is to time and place. While the typology of public participation is often viewed from the perspective of engagement levels, this paper uses a dual perspective approach to discuss the various forms of participation from the perspective of both engagement levels and motives, to that of specific contextual applications. The paper also draws from the practical experiences of planners in Malaysia and Nigeria to examine the relationship between evaluation approaches for public participation and the successes of participatory processes in planning projects. The perceived contribution of participatory mechanisms to a project’s success is found to be inadequate in explaining the technique’s contribution to the overall success of planning projects. Also, the motivation of (ex-ante) evaluation is more a determinant of the project success than the focus of evaluation. There is therefore a need for coherent frameworks to integrate previous evaluation experiences in to subsequent policy guides to improve further evaluation efforts as well as planning projects.
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.
How this classification was reachedexpand
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 | 0.015 | 0.009 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".