WHY DO UNIVERSITIES MAKE DISCONTINUOUS CHANGES TO THEIR WEB SITES? EXAMINING THE RELATIVE IMPORTANCE OF FOUR REASONS FOR CHANGE
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
An examination of prior Web pages shows that the typical university will sometimes make a discontinuous change to its Web site (i.e., a sudden, major shift in a Web site between two points in time).This study empirically examines reasons for such discontinuous changes, surveying university Webmasters at a variety of institutions where discontinuous Web site changes had occurred.Universities varied by type (public, private), by level (Bachelors, Masters, PhD), and by nation (Canada, USA).Four reasons for discontinuous Web site change, identified in an earlier study of discontinuous Web site change in state governments, were compared: rational, marketing, political, and institutional.According to the university Webmasters surveyed, rational reasons for change were most important, followed by marketing, institutional, and political reasons, in that order.The ordering of reasons reflects statistically significant differences among types of reasons.Results did not vary by type, level, or nation.
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 | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| 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