Another aspect that complements the considerations presented in this series: the effect that the research university model has on research employment and career opportunities. For the most part, the only way to have a successful career in research is to become a professor and take the "principal investigator" role. There are few of these positions and they're not a good fit for everyone, but the primary alternative is a succession of short-term postdoctoral research positions with very uncertain funding and prospects. Dedicated "scientist" roles for non-professors and non-PIs only exist at a handful of labs. This also means that obtaining a PI position often requires moving to undesirable locations, because the positions follow the geographic distribution of universities. There are political benefits to that, but it certainly does not help retain and promote the best and brightest in research careers.
Exactly -- this is what I'm gesturing at when I say that academia has a monopoly on pre-commercial research. Academia is in part the "career game" where the permanent, high-status role is the PI.
Include in the discussion some European model information for context. Secondary education goes through grade 14 in some countries, the Matura for example. Math is highly predictive of academic success but is poorly taught/ingrained from the very beginning in America's 10,000 separate school districts (university teacher prep programs make math too complex for elementary teachers who need practical methods for basic math mastery). Some school districts and private providers have certification programs outside academia (but credit granted by higher education institutions. The USA does not have a singe education system and each district, state, school and teacher make efforts in training beyond basic certification. Early childhood education is where success begins, and measurement, not prohibited, should begin early with effective supplementation as needed. Repeating an early grade is one effective practice in some districts. American educational systems should look at other countries for best results.
Another aspect that complements the considerations presented in this series: the effect that the research university model has on research employment and career opportunities. For the most part, the only way to have a successful career in research is to become a professor and take the "principal investigator" role. There are few of these positions and they're not a good fit for everyone, but the primary alternative is a succession of short-term postdoctoral research positions with very uncertain funding and prospects. Dedicated "scientist" roles for non-professors and non-PIs only exist at a handful of labs. This also means that obtaining a PI position often requires moving to undesirable locations, because the positions follow the geographic distribution of universities. There are political benefits to that, but it certainly does not help retain and promote the best and brightest in research careers.
Exactly -- this is what I'm gesturing at when I say that academia has a monopoly on pre-commercial research. Academia is in part the "career game" where the permanent, high-status role is the PI.
Thank you for presenting a very thoughtful discussion of the role of the University and an alternative to its singular role.
Bell Labs produced so many great ideas and turned them into products.
You're welcome!
Include in the discussion some European model information for context. Secondary education goes through grade 14 in some countries, the Matura for example. Math is highly predictive of academic success but is poorly taught/ingrained from the very beginning in America's 10,000 separate school districts (university teacher prep programs make math too complex for elementary teachers who need practical methods for basic math mastery). Some school districts and private providers have certification programs outside academia (but credit granted by higher education institutions. The USA does not have a singe education system and each district, state, school and teacher make efforts in training beyond basic certification. Early childhood education is where success begins, and measurement, not prohibited, should begin early with effective supplementation as needed. Repeating an early grade is one effective practice in some districts. American educational systems should look at other countries for best results.
yes, the balkanisation of pre-tertiary education in the USA does not give a comparative advantage
one then wonders if 'debundling' universities may balkanise them by the same forces that currently educate school children