Commodification or Rationalization? Yes, please! Technology Transfer Talk in the Canadian Context
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
There is much scholarship about recent changes in higher education, changes which to some extent appear to be globalized.This includes changes in the subjects that are researched and taught in universities in very different national contexts, like the widespread, relatively recent introduction of 'women's studies' in higher education institutions around the world.Similarly, it includes programmes selfconsciously seeking international convergence at the formal organizational level, like the European adoption of North American Bachelor, Masters, Doctorate model for higher education diplomas.Such transformations are discussed, planned, implemented and experienced in different ways across different national contexts and in varied higher education institutions with particular histories.Nonetheless, important cross-national commonalities may be observed in higher education institutions around the world.In this chapter, I examine proposed changes to one national university system -in Canada -from two perspectives, but with the assumption that the Canadian case speaks to changes in other national systems.By analyzing the same textual data from two different descriptive and analytical macrosociological approaches, one Marxist, the other Weberian, I seek to understand how theory shapes data analysis, that is, how different theoretical models highlight certain processes while making others invisible.What distinct, but arguably complementary, insights may be gained from Marxist and Weberian approaches, when applied to the same empirical object: the contemporary university?In the language of the title of this collection, how do these two theoretical models highlight the adoption of different, global
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.002 | 0.001 |
| 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