The Canadian Journal of Higher Education/La Revue canadienne d’enseignement supérieur
Bibliographic record
Abstract
The Canadian Journal of Higher Education (CJHE) has been the sole journal for higher education scholarship in Canada for over 40 years, and is the primary source of commentary on trends and relevant research in the Canadian postsecondary context. Since its inauguration in 1971, the CJHE has promoted both English- and French- language higher education research, and the shi from a print to open access journal in 2009 further promoted the accessibility of this scholarship. Along with documenting the success and growth of the CJHE, this article highlights ongoing production challenges and the need to support greater diversity in regard to language, themes, and authorship. It concludes by presenting a vision plan for the future – an articulation of hopes for the field of higher education in Canada.
 RésuméLa Revue canadienne d’enseignement supérieur (RCES) est l’unique revue savante dans le domaine de l’enseignement supérieur canadien depuis plus de 40 ans en plus d’être la principale source analyse de tendances et de recherches pertinentes dans le contexte postsecondaire canadien. Depuis son inauguration en 1971, la Revue s’est employée à promouvoir la recherche sur l’éducation supérieure en langue anglaise et française, et le passage en 2009 d’une publication papier à une publication en libre accès a contribué encore davantage à l’accessibilité de ce domaine de connaissances. En plus de documenter le succès et l’essor de la Revue canadienne d’enseignement supérieur, nous soulignons les défis de production actuels ainsi que la nécessité de soutenir une plus grande diversité en ce qui a trait à la langue de publication, aux thèmes des articles et aux auteurs potentiels. Nous concluons en présentant la notre plan d’avenir qui articule nos espoirs concernant le champ de l’enseignement supérieur au Canada.
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 | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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".