Internationalization and Diversification of Higher Education——The Interview with Prof. Glen A. Jones
Bibliographic record
Abstract
With the rapid development of society and economy and international communication, the internationalization and diversification becomes the important characteristics of higher education in many countries. Like China, Canada is a huge country and there are major differences in the economics and geography of different regions. It is known to all that Canada has been very successful in increasing the level of education of its population. In this issue,we are honored to interview with Prof. Glen A. Jones and will know more about the higher education in Canada from the background of politics, economy and culture of the country.Prof. Glen A. Jones's research focuses on policy and politics of higher education in Canada. He is interested in the relationships between institutions of higher education and government, the relationships between institutions, and the decision making process within these institutions. Aside from the formal structures, he is curious about the role played by pressure groups and individuals both inside and outside the higher education community in influencing policy. His recent projects have included a national survey of Canadian university senates and senate members (sponsored by the Social Sciences and Humanities Research Council of Canada), national studies of faculty and student organizations, and the critical analysis of higher education policy in Ontario. Prof. Glen A. Jones's publications include: Higher Education in Canada: Different Systems, Different Perspectives (Garland, New York, 1997); The University and the State: Reflections on the Canadian Experience (Canadian Society for the Study of Higher Education, 1998); and Governing Higher Education: National Perspectives on Institutional Governance (with Alberto Amaral and Beret Karseth, Kluwer, 2002). He is currently co-editing (with Patricia McCarney and Michael Skolnik) Creating Knowledge, Strengthening Nations: The Changing role of Higher Education (University of Toronto Press).
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.019 | 0.008 |
| Scholarly communication | 0.007 | 0.009 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.008 | 0.023 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".