Federalism and the knowledge economy: The shifting contours of higher education policy in Canada and Germany
Bibliographic record
Abstract
The present paper addresses the question of the extent to which the emergence of a ‘knowledge economy’ or ‘knowledge society’ may be seen as reshaping the contours of responsibility for higher or post-secondary education in federal systems. It addresses this question through a comparative study of Canada and Germany, framed within an understanding of both the persistence of distinctive federal models and of the emergence of more complex structures of multi-level governance. Empirically, attention is focused on the emergence of comparable federal strategies of dis- and re-engagement with the higher education sector, producing a focus in both cases on ‘research excellence’ initiatives. A picture emerges of a broadly convergent sectoral agenda, but in which distinctive national institutional systems continue to shape distinctive policy responses. The German case is distinguished by both the stronger horizontal dimension of the federal system and its placement within the wider European context (notably the Bologna Process). Conversely, the Canadian case is distinguished by the direct influence which (major research) universities themselves are able to exercise as political actors. The study draws on extensive documentary research and interviews in the two countries, at both national and sub-national level.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 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".