Agree on all points. It's worth asking: who maintains the academic incentive structures? If the social structures are harming science (e.g., promoting fraud), why do the social structures persist? Who or what stymies reform? As I've asked these questions, I am led to blame (i) scientists who gain power broker status by playing the game and (ii) university administrators who benefit from larger production numbers (dollars, papers, enrollment, awards).
I see. For you, "people on the ground" includes a grand child's comment. In my experience, "people on the ground" has implied "don't try to do anything on your own," which dissuades action and consequently promotes the status quo's persistence. When you say "dissemination network," I hear you saying a group of people is necessary. But a group is not necessary. A group is one possible way. But powerful people are influenced by far less than a group of people every day. See also: lobbyists. "Start a popular ideological movement" and "become a lobbyist" warrant very different life choices.
I think calling problem articulation "just sophistry" is overly reductionist. People who make the effort to articulate the problems (e.g., some Chronicle of Higher Ed writers) offer thoughtful readers other possibilities for consideration. Then, in the rare case that a powerful decision-maker perceives a tension in the status quo, there exist well articulated potential actions to resolve the tension. This is why think-tanks write white papers. The narrative that "people on the ground" is a necessary condition for reform dissuades thoughtful problem articulation. "People on the ground" is one way to influence decision-makers, but it is not necessary. Watch CSPAN when a septuagenarian Senator references his/her granddaughter's comment as influencing his/her vote.
This article and most of the comments ignore the social power dynamics and status quo institutional structures of academic science (Science 2): university administrators, power-broker faculty researchers, funding agencies (til recently), publishing companies, higher-ed consultants, etc. There are thousands of potential reforms that would bring Science 2 closer to Science 1 and generally make science life better. Those reforms are articulated by competent scientists and higher ed journalists every day. If you want to know why science reform isn't happening, ask which powerful interests are benefiting from the existing structures.
Power makes people stupid: powerful people can't imagine a world other than the one that brought them their power. They will say, "That's the way the world is." Let's encourage students to continue to imagine other possible worlds in order to challenge the status quo.