Frozen in Time? Exploring Faith-based Admission Standards in Christian Higher Education
Bibliographic record
Abstract
Low enrollment is a significant problem in small Christian liberal arts colleges. It is my position that addressing the adaptive challenge of organizational identity will create an inclusive, accessible, and relevant faith-based college community which appeals to applicants and thereby grow enrollment. Drawing on process organization theory, situated learning theory, and adaptive leadership theory, I propose in this organizational improvement plan a change process enacted by a community of practice to foster sensemaking about organizational identity through college admissions work. This plan identifies portfolio-based admissions and critical policy analysis as ways to invite applicants to demonstrate their strengths; the approaches honour individual faith practice and foster a sense of belonging during the admissions process. The community of practice advances continuous improvement and innovation in the change implementation plan and creates space for varying degrees of stakeholder change readiness in the process.
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 | 0.011 | 0.037 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.012 |
| Scholarly communication | 0.012 | 0.006 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".