Making a Difference: Taking Community Stakeholders Seriously
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
Most research to date on the societal impact of business school activities has focused on assessing the scholarly influence of our research on practice or the pedagogical impact of our teaching on students and alumni. Using a stakeholder theory lens, we turn the attention instead on the value that business schools can bring to an overlooked stakeholder group: our community partners. We focus on a specific example of a “recordable occasion of influence”—the community service-learning (CSL) project—and investigate not only how CSL projects deliver value to not-for-profit organizations, but also what business schools can do to deliver more value to, and hence have a greater impact on, this important stakeholder group. While we find that community partners derive engagement value from both the content and the process of the CSL projects, we also uncover many opportunities where business schools can make a more meaningful difference through deeper institutional engagement with community organizations in the long term. We discuss these findings in light of recent calls for greater accountability on how business schools create societal impact.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 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