This article describes the emerging bipartisan political coalition supporting commercial competitiveness as a rationale for research and development (R&D), points to selected changes in legal and funding structures in the 1980s that stem from the success of the new political coalition and suggests some of the connections between these changes and academic science and technology, and examines the consequences of these changes for universities. The study uses longitudinal secondary data on changes in business strategies and corporate structures that made business elites in the defense and health industries consider supporting competitiveness R&D policies. The article identifies and assesses an array of national R&D legislation concerned with competitiveness that was passed in the 1980s and 1990s and that has implications for academic R&D. The effects of competitiveness R&D policies on universities and academic science and technology are appraised by analyzing changes in time-series data (1983-1993) on science and technology indicators compiled by the National Science Foundation.
Discussions of strategic management and productivity generally overlook fundamental factors of production that are on the rise with new models of management and new modes of production by which instruction and research is created. This paper draws on national, institutional and professional association data from universities and emergent professions in Austria, Germany and the US to track the shifting allocation of human resources and to determine whether academic managers are considering these patterns in establishing strategic management practices. Findings show that, in some countries, professors represent a declining proportion of the personnel in higher education, although the models of management and the allocations of personnel vary among the US, Austria and Germany. Noting that current strategic management practices are not incorporating consideration of these developments, this paper offers questions and concepts for universities to address in order to enhance strategic management.
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This essay critically examines the centrality of mobility to the model of being a higher education professor or a student affairs professional. Using three narratives of lower-income Latino students about their educational and professional choices, we offer a reading based on Gouldner's classic conception of cosmopolitans and locals, and on Baez's more recent discussion of critical agency and race-related service. We suggest the value of a model that rebalances cosmopolitan engagement in the national profession with knowledge of and commitment to the local community and to social change.
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