Cabinet Composition, Collegiality, and Collectivity: Examining Patterns in Cabinet Committee Structure
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
Abstract This article examines one arena of decision-making in cabinet government: cabinet committees. It assesses the relationship between the composition of cabinets – their party make-up – and the structure of cabinet committees. Cabinet committees are groups of ministers tasked with specific policy or coordination responsibilities and can be important mechanisms of policymaking and cabinet management. Thus, the structure of committees informs our understanding of how cabinets differ in their distributions of policy influence among ministers and parties, a central concern in parliamentary government. We investigate two such dimensions: collegiality – interaction among ministers – and collectivity, the (de)centralization of influence. We find that cabinet committees in coalitions are significantly more collegial, on average, than single-party cabinets, though this is driven by minority coalitions. At the same time, influence within cabinet committees is less collectively distributed in most types of coalitions than in single-party cabinets.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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