Bibliographic record
Abstract
With this issue, the Journal of Comparative and International Higher Education (JCIHE) is starting the 16 th year of production.JCIHE presents articles and essays on innovative and emerging topics in the fields of comparative education and international higher education.JCIHE is listed in numerous databases including Cabells, Ebscohost, Eric, GoogleScholar, and others.In the last two years, the increased visibility of JCIHE has resulted in more downloads and significantly more citations.The GoogleScholar h5-index and h5-median reported an 85% increase in citations in one year (2022)(2023).In 2023, JCIHE published articles from authors representing 26 countries.Please see the JCIHE Annual Report 2023 in this issue for more details on the state of the field.Last year, JCIHE began offering Abstracts in multiple languages to reach and to serve a broader audience as well as to give a written voice to authors in their own languages.Four years ago, the editorial board of JCIHE did a review of previously published articles and found that JCIHE was publishing few authors representing countries located in the Global South.For example, in 2022, only one percent of authors came from Latin America and Caribbean institutions.Since then, attempts have been made to outreach to authors throughout the world with the purpose of including voices that have largely been invisibilized within comparative and international literature.Our success in publishing more authors from South America and the Caribbean is a point of pride for JCIHE.Yet, it remains clear that there are many other regions of the world that are still not represented and JCIHE is working to ensure better access to all.One strategy that JCIHE used to increase diversity is to invite known scholars to be Guest Editors in geographical and regional focused Special Issues.In 2023, a Special Issue included authors from Latin America, Central America, and the Caribbean.In this issue, another Special Issue includes authors from the Caribbean, Central America, and Mexico.In 2024, JCIHE will publish a special issue on Ukraine and regions in crisis and in
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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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.027 | 0.010 |
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; both teacher heads agree on what is shown here.
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".