Bibliographic record
Abstract
The concept of community colleges has existed for more than a century in United States.The mission of these institutions is centered on access to postsecondary education that focuses on the needs of the community in which they are located.The opportunities available include general education coursework leading to an associate of arts degree, vocational training that culminates with an associate of science degree, and continuing education.For a high percentage of students entering the community college system, the ability to transfer credits to a university and obtain a baccalaureate degree serves as a motivating factor and the fulfillment of the promise for equality through access to a higher education.The success of this model has garnered international attention from countries such as Canada, Chile, China, South Korea, India, South Africa, Turkey, and New Zealand, to name a few.The need for a highly skilled and well-educated workforce is a common theme.Additionally, the internationalization of community colleges in United States, through the expansion of academic programs, continues to gain momentum.Within the context of North America, the United States and Canada are highlighted in this volume.In Chapter 1, Chase-Mayoral suggests the need for institutions founded on the educational, economic, and social needs of a community to also consider how the spirit of educational entrepreneurialism plays a role.She hypothesizes that this concept is a prerequisite for a community to develop the idea of establishing and sustaining these types of institutions.Furthering this idea, Sianos discusses why Ontario' s Differentiation Policy Framework for Postsecondary Education was developed and its impact on Ontario' s postsecondary system.This framework was designed as a response to the need for a highly skilled workforce; however, it is believed that this system encourages elitist reform.The focus of Chapter 3 is South America.Through the lens of organizational learning theory, McCrink and Whitford describe the outcomes of a partnership between a community college in the United States and a university in Chile to develop a community college system in Chile.Chapters 4 through 6 focus on the continent of Asia, specifically China, South Korea, and India.The development of community college-like institutions in China began as recently as the 1980s.Zhang posits identity, applicability, structure, and global impact as challenges these institutions are experiencing.Kim and Yun explore persistence within 2-year colleges as it relates to career decision making self-efficacy, academic satisfaction, and
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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 | 0.003 | 0.029 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.360 | 0.249 |
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".