The ‘new normal’
Bibliographic record
Abstract
Abstract The diffuse contemporary legacy left by the extreme case of national leadership development interventions is explored through a comparative desk research-based review of one national or regional intervention for school education, healthcare, and higher education in the United States of America (USA), Canada, Australia, New Zealand, and England. Varied contextual factors affect engagement in large-scale interventions. Governments in all five countries are pursuing public service neoliberalization through regulated marketization reforms. England remains an outlier in terms of the centralization and comprehensiveness of national leadership development interventions for school education and healthcare, but several other governments are also mounting major interventions for these service sectors. Interventions for higher education are mounted by representative bodies or non-profit organizations promoting the professionalization of their senior staff members as leaders. The greatest potential for the interventions reviewed to operate as an elite policy meta-lever lies in England for school education and healthcare, but they may not do so in practice.
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 | 0.008 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.026 |
| Scholarly communication | 0.012 | 0.021 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.024 | 0.006 |
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".