Introduction: institutional experimentation for better (or worse) work
Bibliographic record
Abstract
In different national, institutional and organisational contexts, and in conditions of uncertainty, worker organisations, old and new, are experimenting in response to the major fault lines of change they face. This introduction to the special issue focuses on these processes of experimentation: the disruption of traditional forms of regulation of work and employment; how a variety of actors are engaged in experimentation about the governance of work and employment; how these actors are making claims on the state; how these processes can lead to better and to worse work; and how strong sets of capabilities and particular configurations of resources on the part of those engaged in experimentation can contribute to new forms of work regulation and indeed better work. Key themes include the agency and resilience of actors and their development of new collective capabilities, the importance of deliberation and democracy, the strategic and reflexive nature of their experimentation, the potential scalability of experimentation into new forms of institutionalisation integrating core values such as equality, solidarity and democracy, and new models of research aggregation requiring ongoing dialogue between actors and researchers.
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 | 0.002 | 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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".