Bibliographic record
Abstract
In the annals of comparative education, there have been several scholars whose focus evolved into the field of higher education, particularly comparative and international higher education. Long the most prominent example, of course, is Philip Altbach, sometime editor of the major U.S. journal Comparative Education Review and, for many years subsequently, director of the renowned Center for International Higher education at Boston College. Other examples include Professor Qiang Zha at York University, Canada, Professor Ruth Hayhoe at Ontario Institute for Studies in Education, Toronto, Terri Kim, formerly at the University of East London, and the current author at the University of Sydney. In all these latter cases, the solid training in comparative education, at what was at the time the University of London’s Institute of Education, now University College, London (UCL), proved a strong foundation for subsequent work in international higher education.
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 | 0.031 | 0.154 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.020 | 0.023 |
| Science and technology studies | 0.005 | 0.013 |
| Scholarly communication | 0.014 | 0.015 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.007 | 0.008 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".