Whither policy innovation? Mapping conceptual engagement with public policy in energy transitions research
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
A transition to sustainable energy will require not only technological diffusion and behavioral change, but also policy innovation. While research on energy transitions has generated an extensive literature, the extent to which it has used the policy innovation perspective – entailing policy entrepreneurship or invention, policy diffusion, and policy success – remains unclear. This study analyzes over 8000 publications on energy transitions through a bibliometric review and computational text analysis to create an overview of the scholarship, map conceptual engagement with public policy, and identify the use of the policy innovation lens in the literature. We find that: (i) though the importance of public policy is frequently highlighted in the research, the public policy itself is analyzed only occasionally; (ii) studies focusing on public policy have primarily engaged with the concepts of policy mixes, policy change, and policy process; and (iii) the notions of policy entrepreneurship or invention, policy diffusion, and policy success are hardly employed to understand the sources, speed, spread, or successes of energy transitions. We conclude that the value of the policy innovation lens for energy transitions research remains untapped and propose avenues for scholars to harness this potential.
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 | 0.011 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.033 |
| Science and technology studies | 0.006 | 0.007 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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