scholarly journals University Research in the United States

Nature ◽  
1959 ◽  
Vol 183 (4677) ◽  
pp. 1717-1717
Keyword(s):  
United States ◽  
The United States ◽  
University Research

Universities as Engines of Development

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Shubha Ghosh
Keyword(s):  
United States ◽  
South Africa ◽  
Human Capital ◽  
Economic Development ◽  
Property Rights ◽  
The United States ◽  
University Research ◽  
Law And Development ◽  
Is Research ◽  
Economic Development And Growth

Abstract The Bayh–Dole Act was enacted in the United States in 1980 to promote economic development and growth at regional and national levels. A key engine is research generated within universities. This article addresses the question of how universities can serve as engines of development. Drawing on Cooter and Shaeffer’s work on law and development, specifically what they call the double trust problem, this article shows how the Bayh–Dole Act was justified as resolving the double trust problem arising from lack of property rights in university research. This article presents the argument that this goal of the Bayh–Dole Act ignores how universities solve another dimension of the double trust problem, namely the generation of human capital. The author examines the theoretical justifications for the Bayh–Dole Act and universities and the empirical policy literature assessing university patenting and commercialization in the United States, South Africa, and India.

scholarly journals The Rise of Academic Laboratory Science

2021 ◽  
pp. 41-64
Author(s):  
Alan Rocke
Keyword(s):  
United States ◽  
The United States ◽  
University Research ◽  
Single Element ◽  
Laboratory Science ◽  
Research And Teaching ◽  
Academic Fields ◽  
Eclectic Approach ◽  
Academic Laboratory ◽  
The 19Th Century

This chapter seeks to understand the context and sequelae of Justus Liebig’s model for university research and teaching. This model was arguably the most important single element in the international rise of graduate education and research, not just in chemistry, but more broadly, over the course of the 19th century, in all academic fields. This chapter avoids hagiography by employing an eclectic approach that places emphasis on contingencies of time, place, and discipline, and briefly examines the results of the story not just in Germany, but also in France, Britain, and the United States.

Reconstructing the University

2021 ◽  
pp. 20-41
Author(s):  
Keith Tribe
Keyword(s):  
United States ◽  
The United States ◽  
Academic Careers ◽  
University Research ◽  
Component Part ◽  
London School ◽  
The Social ◽  
The World ◽  
London School Of Economics ◽  
The University

The ‘modern university’—research-based, in which teaching and research are pursued by academic specialists organised departmentally—was created in the United States in the later nineteenth century in a productive misunderstanding of the organisation of knowledge and teaching in contemporary German universities. While the latter enjoyed international recognition, academic careers remained in thrall to an apprenticeship structure in which senior staff represented their entire discipline, supported by their juniors. The American structure, fostered by endowments and grants, presumed that departments would be composed of specialists who advanced their careers by developing their specialism. This was decisive for the disciplinary development of universities around the world. In London, the university was a federal, administrative body whose degree courses could be followed both within Britain and in the wider Empire. As a component part of this structure, the London School of Economics shared in this reach, and so came to dominate the teaching of the social sciences in Britain and the Empire.

scholarly journals Understanding How the Public Perceives the Importance of University Research in the United States

2005 ◽  
Vol 04 (01) ◽  
pp. A02 ◽  
Author(s):  
Ric Jensen
Keyword(s):  
United States ◽  
Public Relations ◽  
Qualitative Methods ◽  
Academic Research ◽  
The United States ◽  
Public University ◽  
University Research ◽  
The Public ◽  
Research And Teaching ◽  
Understanding Of Science

Most universities in the United States have little or no idea about how the public perceives the importance of research done at these institutions. Learning whether the public believes academic research is valuable, meaningful, and practical has implications for higher education, if the public believes that university research is of little worth. This project utilized naturalistic and qualitative methods to learn how alumni perceived the importance of research at a major public university with a heavy concentration in research (Texas A&M University). Long interviews using open-ended questions were conducted with 133 alumni at 33 locations in Texas. Interviews were transcribed, unitized, and coded using qualitative methods, and themes were identified. Findings provide insights into whether the public believes university research is important, how the public learns about research, whether public relations programs are effective, the importance of research and teaching, and the types of research the public wants universities to pursue. A framework is proposed to learn about how well the public understands science and to measure the effectiveness of media and education programs to raise both science awareness and understanding of science.

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