French Language as a Missing Context in Histories of ‘Doing' Business Education in Canada
Bibliographic record
Abstract
Developing histories of business schools has long been a staple in the research of management and organization studies (MOS). Until recently, most of the work historicizing these institutions has neglected specific national contexts like Canada. Even within the histories of Canadian business education, there is a missing French perspective. In this chapter, authors advance an understanding of why this neglect of Canada’s second official language exists in the first place and, in the process, problematize the role Anglocentrism has played in business education writ large. They forward a new history of French business education in Canada by offering three narratives from the recent past including: the (mis)representation of the French language across Canadian universities; a disadvantage of French business scholars in mobilizing knowledge in French scholarly outlets; and the prominence and impact of Anglocentrism that presents a conundrum for faculty in French-speaking universities to publish their scholarship in English outlets. Le développement de l’historique des écoles de commerces est depuis longtemps un élément essentiel de la recherche en études de gestion et d’organisation. Jusqu’à récemment, la plupart des travaux d’historisation de ces institutions ont négligé des contextes nationaux spécifiques comme le Canada. Même dans les histoires de l’éducation commerciale au Canada, il manque une perspective française. Ce que nous faisons dans ce chapitre est de faire avancer la compréhension des raisons pour lesquelles cette négligence de la deuxième langue officielle du Canada existe en premier lieu et, dans le processus, de problématiser le rôle que l’anglocentrisme a joué dans l’éducation commerciale au sens large. Nous présentons une nouvelle histoire de l’enseignement des affaires en français au Canada en offrant trois récits du passé récent, notamment: la (mauvaise) représentation de la langue française dans les universités canadiennes; un désavantage des universitaires français en gestion dans la mobilisation des connaissances dans les débouchés universitaires français; et l’importance et l’impact de l’anglocentrisme qui présente une énigme pour les professeurs des universités francophones de publier leurs bourses dans des médias anglophones.
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How this classification was reachedexpand
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 | 0.000 | 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) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".