Table Of ContentThe Changing University
How Increased Demand for Scientists and Technology is
Transforming Academic Institutions Internationally
NATO ASI Series
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B Physics London and New York
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and Physical Sciences Dordrecht, Boston and London
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E Applied Sciences
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G Ecological Sciences Berlin, Heidelberg, New York, London,
H Cell Biology Paris and Tokyo
1 Global Environmental Change
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Series D: Behavioural and Social Sciences - Vol. 59
The Changing University
How Increased Demand for Scientists and
Technology is Transforming Academic
Institutions Internationally
edited by
Dorothy S. Zinberg
Center for Science and International Affairs,
John F. Kennedy School of Government, Harvard University,
Cambridge, Massachusetts, U.S.A.
Springer Science+Business Media, B.V.
Proceedings of the NATO Advanced Research Workshop on
The Changing University and the Education and
Employment of Scientists and Engineers
Cambridge, Massachusetts, U.S.A.
8-10 March, 1990
ISBN 978-94-010-5398-3 ISBN 978-94-011-3170-4 (eBook)
DOI 10.1007/978-94-011-3170-4
Printed on acid-free paper
All Rights Reserved
© 1991 Springer Science+Business Media Dordrecht
Originally published by Kluwer Academic Publishers in 1991
No part of the material protected by this copyright notice may be reproduced or
utilized in any form or by any means, electronic or mechanical, including photo
copying, recording or by any information storage and retrieval system, without written
permission from the copyright owner.
CONTENTS
Preface vii
Introduction
Dorothy S. Zinberg
SECTION I: PERSPECTIVES FROM ACADEMIA, INDUSTRY,
AND GOVERNMENT
Reconciling Conflicts - The Challenge for the University 15
Derek C. Bok. President. Harvard University
An Industry Perspective on the Changing University 17
John A. Armstrong. Vice President for Science and Technology. IBM
Positioning U.S. Science Policy for the New World Order 25
Erich Bloch. Former Director National Science Foundation
The University - and Particularly the Technological University:
Pragmatism and Beyond 31
George Bugliarello. President. Polytechnic University
The Swing of the Pendulum: Financing of British Universities from
the 1960s through the 1980s 39
Shirley Williams, Public Service Professor of Electoral Politics.
John F. Kennedy School of Government. Harvard University
Changing Patterns of Finance for Higher Education: Implications for
the Education of Scientists and Engineers 45
Maureen Woodhall, Centre for Higher Education Studies. Institute
of Education, University of London
vi
SECTION II: CURRENT TRENDS IN THE EDUCATION OF S&ES
Contradictions and Complexity: International Comparisons in the
Training of Foreign Scientists and Engineers 55
Dorothy S. Zinberg. Program for Science. Technology. and Public
Policy. John F. Kennedy School of Government. Harvard University
Science and Engineering: Human Resource Needs in the Next Three
Decades 89
Alan Fechter. National Research Council
Structural Changes in the Japanese Supply/Employment Systems of
Engineers: Are We Losing or Gaining? 101
Fumio Kodama and Chiaki Nishigata. National Institute of Science
and Technology Policy
Educating and Training the U.S. Work Force for the Twenty-First
Century 129
Harvey Brooks. John F. Kennedy School of Government. Harvard
University
SECTION III: THE FLOW OF INFORMATION
The Changing Patterns of International Collaboration in Universities 141
Jean-Fran~ois Miquel. Office of Technology Assessment. United States
Congress
National Security Information Controls in the United States:
Implications for International Academic Science and Technology 153
John Shattuck, Vice President for Government, Community and Public
Affairs, Harvard University
List of Contributors 165
List of Participants 169
Index 177
PREFACE
This collection of papers was written for a NATO Advanced Research Workshop held at
Harvard University in March 1990. The title, "The Changing University and the Education
of Scientists and Engineers: An International Workshop," broad as it is, does not convey
the sweep of data, infonnation, opinions, and suggestions for future research and policy
choices that were crowded into two-and-a-half days of fonnal presentations, mealtime
discussions, and teatime chats.
The proposal for the workshop grew out of a research project I had carried out that
explored the policies governing the education of foreign science and engineering students
(S&Es) in several industrialized countries, and of two countries that send large numbers
of S&E students abroad - the People's Republic of China (PRC) and Japan (see chapter
7). In research visits to these countries as well as to France, the United Kingdom, West
Gennany, and within the United States, I was struck by the similarity of issues that were
raised. One was the concern that there would not be enough well-trained scientists and
engineers to meet the constantly increasing demand for them. Government officials,
industrialists, and educators repeatedly stressed that a well-educated and -motivated work
force was essential for their economies, national security, and for society as a whole.
Many of those interviewed mentioned that universities are undergoing rapid, systemic
changes as governments and industry are calling on them to provide human resources and
intellectual capital. Yet the many government, industrial, and institutional policies
effecting these changes are uncoordinated and often conflict with one another. In
addition, the participants in the foreign-student study repeatedly referred to the rapid
internationalization of S&Es. Markets for people, knowledge, capital, and products were
no longer modified by "world" or "international," but by the vaster image of "global." All
this activity is bringing about changes not yet fully comprehended, certainly not
understood cross-nationally.
Furthennore, many of the people I interviewed did not know of related work going on
in other countries or even within their own countries because the subject of human
resources and the changing university is not a discipline but rather a loose congerie of
related topics. Economists, demographers, social psychologists, admissions officers,
university presidents, foreign-student recruiters, professors, government foreign-affairs and
education officials, and industrialists are not likely to read the same journals or meet
professionally very often. Yet the majority of participants in the study emphasized how
important it was to understand what was happening with the education of S&E students
within the context of the changing university and the diverse array of social-political
institutions within which the university is embedded.
Organizing a workshop to bring together professionals with similar concerns, if
dissimilar ways of perceiving them, was the logical next step. The different perspectives
vii
viii
would help participants gain new insights into their own work and illuminate the
interconnections. One of the purposes of the workshop was to help create an international
network of individuals working on different aspects of S&E policy. I anticipated that the
different perspectives would help each of us gain new insights into our own work and
illuminate the interconnections. We would aim to establish a network of people with
diverse backgrounds and professions who could contribute to understanding how
universities are changing both internally and in their relationships with government,
industry, and the public - and also serve as links to their primary groups. Clearly, new
policies are needed to maintain the traditional strengths of universities as they adapt to
changes in the larger world. Simply chronicling these changes nationally and
internationally and conveying their significance to a larger audience could be a solid step
toward the definition of critical issues, proposals for research projects, and the formulation
of future policies.
The participants included some 40 individuals, many with several professional identities
- politician/academic, scientist/administrator, social scientist/science-policy professional,
lawyer/administrator, engineer/industrialist, members of the NATO Science Council, the
majority of whom are practicing scientists, and science-policy graduate students from
several countries.
Because of the diversity of topics, I decided not to publish the panel presentations but
to request that those who wrote papers for the workshop incorporate the new ideas and
suggestions derived from the panels and audience discussions. Unfortunately, a number
of invitees from outside the U.S. were unable to attend because of schedule conflicts,
which accounts for the imbalance of U.S.-focused papers.
Different languages, writing styles, vocabularies, acronyms, and discipline-bound
neologisms would have been daunting had it not been for the editorial skill with which
Kimberly French wielded a very sharp pencil. Her repeated question, "What does that
mean?" forced us to rethink what we thought was self-explanatory. Editor Miriam Avins
stepped in to prepare the final manuscript for the publisher, no easy task in this era of
digitized manuscripts.
Core funding for the meetings was generously provided by the NATO Scientific Affairs
Division and the MacArthur Foundation. Additional funding was made available by the
Sloan Foundation, IBM, and the Social Science Research Council. A previous grant from
the American Council on Germany made it possible to include a West German researcher.
Funding from the National Science Foundation and the MITRE Corporation laid the
groundwork during the past three years for the research leading to the workshop, which
we hope will become an ongoing project. The group ended the meeting with plans to
meet within the next 18 months in the center of the new Europe, Berlin.
Throughout the long, complicated arrangements for the workshop the staff of the
Program for Science, Technology, and Public Policy (STPP) - administrative director
Susan Fox along with staff assistants Graceann Todaro and Nora Hickey - assumed
enormous responsibility and carried it out with remarkable professional skill and unfailing
good humor. Tom Parris, a Kennedy School student well versed in the potential of the
computer to aid in organizing and revising plans and programs deftly managed the
ix
organizational details. My colleagues Professors Lewis M. Branscomb, Harvey Brooks,
Ashton B. Carter, Paul Doty, and Dr. Gerald L. Epstein contributed to the many revisions
of topics, participating actively at every stage of planning, and were gamely forbearing
when I was unavailable for much of anything else.
All of us at STPP hope this collection of papers will serve as a launching pad for new
ideas and increased attention by everyone interested in the future of science and
engineering and the university. Documenting the changes that are occurring will enable
an; even larger network of concerned individuals and institutions to strengthen what
worked in the past and to identify the opportunities and pitfalls along the way toward the
growing interdependence of S&Es, universities, industry, and government worldwide.
