Bibliographic record
Abstract
The role of government in globalizing community colleges was both manifested in government policies and perpetuated by those policies. The state largely reinforced and advanced economic globalization and the role of international capital not only through the establishment of policy but also through policy implementation. In the 1990s, public policy applicable to community colleges in both Canada and the United States directed these institutions to global competitiveness and to a refashioning of institutional mission. Government policies clearly endeavored to direct community colleges toward economic goals, emphasizing work-force training and state economic competitiveness as outcomes, compelling colleges to improve efficiencies, increase productivity, and become accountable to government and responsive to business and industry. Pressures for efficiency and productivity accompanied claims of government restraint on public sector funding and directed colleges to behave like globally competitive businesses. Pressures to orient institutions to the marketplace, evident in the emphasis placed upon vocationalism and commercialism,1 were consistent with the needs of global capital. Furthermore, government responsiveness to economic concerns at the state and provincial levels became economic development policies applicable to community colleges.
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 | 0.001 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".