Leading Significant Institutional Change in the Context of an OIE-Endorsed Veterinary Twinning Project
Bibliographic record
Abstract
A 5-year World Organisation for Animal Health Veterinary Twinning Program between Massey University, New Zealand, and the University of Peradeniya, Sri Lanka, was initiated in 2014. The key aims of the project were renewal of the curriculum, rejuvenation of teaching methodology, and creation of a platform for sustainable clinical and extension livestock services within the teaching program. The project succeeded in facilitating the development of a new veterinary undergraduate curriculum that was based upon student-centered and problem-based approaches to teaching and learning. Key reasons for the success of the project were (a) perceptions for the necessity of changes at the University of Peradeniya; (b) the management of expectations of both partners in the program along with their key stakeholders; (c) allowing sufficient time (i.e., 5 years) for agreement, establishment, and implementation of the changes; and (d) the development of the relationships of trust between faculty of the partner institutions at both decision-making and grassroots levels. From a project management perspective, the project required bringing about significant change in another organization, in a foreign country, and with a distinctly different culture. Moreover, notwithstanding the value of a long project, project managers should be prepared for significant political, organizational, and personnel change over the duration of such a project.
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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 | 0.002 | 0.003 |
| 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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".