The Canadian Journal of Higher Educat ion, Vol. VIII-2, 1978 Perspectives on Policy Formation*
Bibliographic record
Abstract
Most of the rhetoric about the relationship between policy formation and research is rooted in the familiar rational model.1 But as is so often the case in human affairs, our deeds deny our discourse} At best, the decision process can lay claim to only limited rationality. This paper seeks to offer at least a partial explanation for this phenomenon and to suggest some ways of improving the linkage between research and policy formation. To achieve this two-fold purpose three theories accounting for the non-utilization of research will be noted and followed by a brief description of certain ways in which administrators seem to use research. Then two major situational factors which influence our use pattern will be elaborated. Finally, some implications will be derived for future action within an increasingly political framework. Throughout, the usual litany about the short-comings of educational research will be avoided.3 The perspective for these observations is that of an administrator. Thus, their source is primarily experience and intuition, buttressed wherever possible by the wisdom to be found in the professional literature. RESUME Perspectives sur la formation de politique: un point de vue d'administrateur La rhétorique à l'égard des rapports entre la formation de politique et les recherches trouve ses origines dans le modèle familier du rationnel. Toutefois, comme il est souvent le cas dans les affaires humaines, nos gestes contredisent notre discours. Au mieux, le processus de prise de décision ne peut s'avérer que d'une ratiomlité restreinte. C'est l'Objectif de cette étude de proposer au moins une explication partielle de ce phénomène et de suggérer quelques moyens pour resserrer les liens entre les recherches et la formation de politique. Pour atteindre ce double objectif, trois théories, rendant * A présentat ion to the Nat ional Conférence on Educat ional Research and Policy Format ion in Calgary on September 26, 1977. A repor t of the Conférence is available f rom the Canadian
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.011 | 0.011 |
| Scholarly communication | 0.011 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.004 | 0.003 |
| Insufficient payload (model declined to judge) | 0.077 | 0.004 |
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".