From Stereotypes to Understanding: How College Courses Can Shape Undergraduates’ Views on Franchising
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
This study aims to assess changes in undergraduate students' perceptions of franchising after completing courses in franchising. The first objective is to examine whether significant differences exist between pre- and post-test results, measuring shifts in franchising perceptions stimulated by the curriculum. The second objective focuses on determining if a viable set of franchising perception constructs can be identified through exploratory factor analysis. This step is crucial for ensuring the constructs are reliable and valid, providing a solid foundation for further analysis. Lastly, using regression, are these constructs related to common franchise myths? Findings suggest a change in student franchise perceptions after completing an introductory course focused on the franchise business model. The data also reveals that there are specific constructs associated with franchise perceptions and that these constructs interrelate and influence student perceptions of common franchise myths. The findings of this study provide valuable insights into the effectiveness of franchise courses, inform curriculum development, and enhance our understanding of how perceptions of franchising are shaped through structured educational interventions.
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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 | 0.000 | 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 | 0.001 | 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