Professions, Knowledge, and Workplace Change: The Case of Canadian Engineers
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 In North America, training in engineering has long been balanced between formal university education and on-the-job training. Over the last few decades, however, Canadian engineering workplaces have changed. In the drive for efficiency and profit, firms are increasingly reluctant to invest in training. This paper’s author draws on interviews with 53 Ontario, Canada, engineers to explore how workplace change impacts professional skills, and to identify the implications for professional knowledge. From her findings, she concludes that engineers have fewer opportunities to learn on the job than in the past. Increasingly, many are asked to learn in their own time, or on an ad-hoc basis to complete pressing tasks. This encourages information gathering, rather than building deep knowledge. Moreover, knowledge benefiting employers is emphasized at the expense of knowledge benefiting society, with potential long-term implications for engineers’ fiduciary responsibilities.
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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