1 The Future of Higher Education in the Knowledge-Driven, Global Economy of the 21 st Century
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
Let me begin by conveying a hearty "Happy Birthday" to the University of Toronto on this, the 175 th anniversary of its charter, from its sister university south of the border, the University of Michigan.Both of our institutions are about the same age (we are in our 185 th year), the same size, and the same character as comprehensive, public research universities.Moreover, there is remarkable similarity between the Province of Ontario and the State of Michigan in size of population, economic base, key economic indicators, and many aspects of our education systems, as evidenced by the fact that we are each other's largest international trading partner.Hence it is logical that there should be strong bonds among our institutions, as well as strong mutual interests, with the topic of this symposium as a prime example.This symposium celebrating the University of Toronto's 175 th anniversary addresses the changing nature of higher education in world increasing dependent upon knowledge and ever more interdependent.This particular session is devoted to a discussion of higher education in the new global economy, a topic which will provide the focus for my own remarks.Clearly we live in a time of very rapid and profound social transformation, A transition from a century in which the dominant human activity was transportation to one in which communications has become paramount, from economies based upon cars, planes, and trains to one dependent upon computers and networks.We are shifting from an emphasis on creating and transporting physical objects such as materials and energy to knowledge itself, from atoms to bits, if you will;
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.
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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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