Evaluating the impact of a youth polar expedition alumni programme on post-trip pro-environmental behaviour: a community-engaged research approach
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
Youth-based programmes providing education-based expeditions to the Polar Regions have been offered for more than two decades, and whilst studies hint that participants return as inspired and empowered ambassadors, research to date has been inconclusive as to what impact such expeditions have had on their participants’ subsequent lifestyle decisions and pro-environmental behaviours. To address this research gap, Social Identity Theory (SIT) was used to evaluate the impact of youth polar expeditions on participants’ pro-environmental behaviour, up to 18 years after their polar voyage. In collaboration with Students on Ice (SOI), this study tested the direct and indirect relationships between previous SOI students’ (n = 217) social identity towards the alumni programme and their subsequent connections with nature and pro-environmental behaviours. Findings suggest that social identity might be one way to explain the long-term impact of educational expeditions in terms of desired future pro-environmental behaviours, underscoring the critical importance of an alumni programme. Furthermore, a Community-Engaged Research (CER) approach was adopted to evidence the impact of this research beyond the realm of academia. We reflect on the CER approach with the intention of assisting others to produce impactful and socially robust knowledge, maximising the real-world impact of the findings.
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 | 0.017 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.006 |
| 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