The Impact of Research and Education on Industry: A Comparative Analysis of the Relationship of Education and Research Systems to Industrial Progress in Six Countries

Industry and Higher Education

Volumn 12, Issue 5, 1998, Pages 270-289

  Shinn, Terry ^a  

^a CNRS   (France)

Author keywords

[No Author keywords available]

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EID: 84909621827     PISSN: 09504222     EISSN: 20436858     Source Type: Journal    
DOI: 10.1177/095042229801200502     Document Type: Article

References (69)

1. This with respect to cohort size, the social composition of those educated, and the degree to which the curriculum is science and technology intensive ('modern’ as opposed to ‘traditional’).
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4. Fox Robert, Guagnini Anna, Education, Technology and Industrial Performance, pp. 1850–1939, Cambridge University Press, Cambridge, 1993, p 5.
5. Shinn Terry, ‘The Genesis of French industrial research — pp. 1880–1940’, Social Science Information, Vol XIX, No 3, 1981, pp 607–640.
6. Fox Robert, ‘France in perspective: Education, innovation, and performance in the French electrical industry, pp. 1880–1914’, in Fox and Guagnini, , Ref 4, pp 201–226, particularly pp 212–214.
7. Amann Ronald, ‘Technological progress and Soviet economic development: Setting the scene’, in Amann Ronald, Cooper Julian, eds, Technological Progress and Soviet Economic Development, Basil Blackwell Ltd, Oxford, 1986, pp 5–30, especially pp 17–19.
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9. Lundgreen, , Ref 3; Ringer, , Ref 2, pp 21–54; Lungreen Peter, Bildung und Wirtschaftswachstum im Industrialisierungsprozess des 19. Jahrhunderts, Berlin Colloquium, 1973, pp 128–149, 157; Manegold Karl-Heinz, Universität, Technische Hochschule und Industrie, Duncker & Humblot, Berlin, 1970.
10. Ringer, Op cit, Ref 2, pp 73–76.
11. König Wolfgang, ‘Technical education and industrial performance in Germany: A triumph of heterogeneity,’ in Fox and Guagnini, , Ref 4, pp 65–87.
12. Ringer, Op cit, Ref 2, pp 21–64.
13. Burn B.B., ‘Degrees: Duration, structures, credit, and transfer’, in Clark Burton R., Neave Guy, The Encyclopedia of Higher Education, Pergamon Press, Oxford, 1992, Vol 3, pp 1579–1587.
14. Between Elite and Mass Education: Education in the Federal Republic of Germany, State University of New York Press, Albany, NY, 1992, Vol 1, chapter I.
15. Haber Ludwig F., The Chemical Industry: Pp. 1900–1930: International Growth and Technological Change, Clarendon Press, Oxford, 1971.
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28. France's 1989 and 1991 Nobel prize laureates in physics, Pierre Degènes and Georges Charpak, are both based at the École de Physique et de Chimie.
29. During the era following the Second World War the USSR stood far behind the USA in many industrial sectors — quality steel, pipe, pharmaceuticals, fine chemicals, semiconductors machine tools, heavy machinery, etc. See Amann Ronald, ‘Some approaches to the assessment of Soviet Technology: Its level and rate of development’, pp 1–34, and Davies R. W., ‘The technological level of Soviet industry: An overview’, pp 35–66, both in Amann Ronald, Cooper Julian, Davies R. W., The Technological Level of Soviet Industry, Yale University Press, New Haven, CT, 1977.
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33. Lt is very important to point out that not all of Soviet Industry was ineffective. In the areas of space, rocketry, military aviation, and tanks, USSR industry performed extremely well. However, these were domains selected by the government for special treatment. They benefited from the allocation of extravagant material and economic resources. They also functioned under operating rules very different from those that regulated most of the nation's industry—research—education triangle. Ronald Amann, ‘Industrial innovation in the Soviet Union: Methodological perspectives and conclusions’, in Amann and Cooper, , Ref 34, pp 1–38, especially p 6, and pp 13–14.
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39. By the 1880s there were nine fully established programmes in England, four of them in London. In 1892 the tripos in mechanics was set up at Cambridge.
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43. Donnelly argues that at least part of the difficulty in establishing autonomous academic industry-relevant learning lies in the lack of endogenous industrial research. He associates such research with an elaborate corporate organization, which came to England relatively late. In his impressive study of British industry and education, Sanderson declares that by the end of the 19th and early 20th centuries over a hundred firms had developed research laboratories. The question nevertheless remains, what functions were performed by these laboratories, and how representative were they? Michael Sanderson, The Universities and British Industry pp. 1850–1970, Routledge & Kegan Paul, London, 1972. Sanderson has also indicated that English universities were sometimes deeply involved in industrial research. Once again, how representative was this? Even more important, did interlocking mechanisms exist to bring the university and enterprise together on a regular basis? ‘The professor as industrial consultant: Olivier Arnold and the British steel industry, 1900–1914’, Economic History Review, Vol 31, 1978, pp 585–600.
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