Coaching Graduate Education: from Wild West to Established Territory
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The transdisciplinary field of coaching is growing rapidly and becoming better integrated into the development of human capital as a way to help individuals, groups, and organizations maximize performance. Today there are more than 40,000 people worldwide who identify themselves as professional coaches. In this fast-paced growth, coaching education programs proliferate, with a lack of consistency. In this symposium, we will discuss the challenges involved by the current evolution of coaching moving from its current “wild-west” state to a more “established territory”. We will thus share some current trends and issues facing the expansion of coaching and the move from merely training coaches to educating and developing coaching. We will explore what, if any, role higher educational institution can and should play and by what standards this work should be assessed. Topics for presentation and discussion include: ‘Taming the wild: The state of affairs in coach training and education’; ‘Exploring the Territory: Challenges facing the preparation of coaches’; ‘Mapping the Frontier: Coaching Competencies and Coach Education’; ‘Establishing the Territory: Program Standards’; ‘Forming a Nation: Coaching as an Emerging Area of Professional Practice and Academic Specialty’.
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.
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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it