Universités, Complexité et Politiques Publiques en Temps de Crise
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
The Covid-19 pandemic highlighted the strengths and weaknesses of social institutions when providing information to the state for crisis resolution. How is the public policy information system organized in the countries of the Americas and what role do universities play? This theoretical paper seeks to answer this question and explore the possibility of a paradigm shift for the university's role at the continental level. The methodology we have adopted is exploratory: we will compare cases published in digital media in both regions where universities were involved in studying phenomena triggered by the Covid-19 crisis. We will analyze these experiences in the light of two systems: the information creation system for public policy and the historical-cultural paradigm of human development. The results of our analysis show that the contemporary university can benefit from a broadening of its institutional role. This broadening would allow universities to undertake two strategic actions in the face of the key obstacles we have identified: (1) strengthen their academic offerings in the face of factors that go against the grain of higher education and (2) create greater compatibility between the knowledge generated within universities and the use that can be made of it by decision-makers.
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 | 0.002 | 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 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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