Education and global cultural dialogue : a tribute to Ruth Hayhoe
Bibliographic record
Abstract
PART I: COMPARATIVE EDUCATION, INTERNATIONAL RELATIONS AND DIALOGUE ACROSS CULTURES From International Relations in Education to the Study of Global Governance: Ruth Hayhoe's Legacy K.Mundy Meaning Making in Cultural Experience: Insights from Ruth Hayhoe for Interpreting Internationalization and Localization in Australia, Hong Kong and Singapore W.O.Lee And the Boys Took It Up for Themselves: Scouting, Learning and Dialogue Across Cultures J.P.Farrell Historicizing Comparative and International Education, and Internationalizing History of Education: A Personal Reflection on Ruth Hayhoe's Call for Cultural Dialogue Y.T.Chia Humanizing Globalization: Five Scholars Bridge East and West through Comparative and International Education H.Ross & Y.Wang PART II: CHINESE HIGHER EDUCATION AND THE WORLD Transnational Higher Education in China: Towards a Critical Culturalist Research Agenda Q.Zha Education and Global Cultural Dialogue: Analyses of the Chinese Knowledge Diaspora at a Major Canadian University R.Yang What are the Implications of a Chinese University Model? H.Wang Achieving Balance among Competing Challenges in Chinese Higher Education R.F.Arnove One Hundred Years in Pursuit: The Idea of University Autonomy in China N.Zhong PART III: INQUIRIES INTO CHINESE EDUCATION INSPIRED BY RUTH HAYHOE Childhood, Youth, and Globalization: Some Theoretical Perspectives with Reflections on China I.Epstein Sustainable International Cross-cultural Collaboration: Transcending 'Brain Drain' and 'Borrowing' Models V.Seeberg & H.Qiang Parallel and Diverging Paths: Hong Kong Higher Education and Ruth Hayhoe D.Post Hong Kong's Potential for Global Educational Dialogue: Retrospective and Vision R.Hayhoe
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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) | 0.000 | 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 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".