A Transcultural Global Systems Perspective: In Search of <i>Blue Marble</i> Evaluators
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: Ten dimensions of a core culture of evaluative inquiry are identified as themes that emerge from and cut across the diverse articles in this volume. Cross-cultural evaluation emerges as involving mixed methods; integrated epistemologies; politically and institutionally supporting indigenous peoples and cultures; framing cross-cultural intersections, interactions, and integration through an understanding and appreciation of complex ecologies; personal, relational, and institutional reflexivity; and transparent praxis at every level and throughout every aspect of evaluation. Enhancing the capacity of evaluators outside the industrialized world has been important, appropriate, and effective despite major challenges and resource limitations. However, evaluation capacity-building has focused at the nation-state level. Such a focus is important and necessary but inadequate to deal with global issues. The major problems the world faces today and into the future are global in nature. Building on the impressive developments in international and cross-cultural evaluation documented in this special issue of CJPE, the next step and the way forward is to treat the global system as the evaluand and to develop evaluators capable of undertaking transcultural global systems change evaluations. The implications of this new focus are discussed.
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 | 0.022 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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