Bibliographic record
Abstract
The leadership initiative to connect and support programme leaders (PLs) at a number of Scottish higher education institutions is particularly interesting because of the engagement with and potential impact of strategic educational leadership. An educational leader, at the University of British Columbia, a research-intensive university in Vancouver, Canada, is a faculty member whose employment involves high stakes decisions regarding curricular and pedagogical initiatives at a departmental, faculty, or institutional level. The needs of both PLs and educational leaders support the increased importance of strategically supported, institution-level educational/academic leadership, especially as these leaders are required to make significant, research-informed and evidence-based decisions around pedagogical, curricular and policy initiatives and/or changes. A regional approach to understand and support programme leadership broadens the scope of recognition of the importance of this work and creates a landscape of practice outside of the financial and political whims of any institution.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.030 | 0.011 |
| Scholarly communication | 0.014 | 0.007 |
| Open science | 0.006 | 0.005 |
| Research integrity | 0.032 | 0.025 |
| Insufficient payload (model declined to judge) | 0.025 | 0.003 |
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 source (direct Gemma or distilled Codex), 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".