A Symbiosis of Access: Proliferating STEM PhD Training in the U.S. from 1920-2010

Autor/inn/en	Fernandez, Frank; Baker, David P.; Fu, Yuan-Chih; Muñoz, Ismael G.; Ford, Karly Sarita
Titel	A Symbiosis of Access: Proliferating STEM PhD Training in the U.S. from 1920-2010
Quelle	In: Minerva: A Review of Science, Learning and Policy, 59 (2021) 1, S.79-98 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandez, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-4695
DOI	10.1007/s11024-020-09422-5
Schlagwörter	STEM Education; Doctoral Programs; Educational History; Organizational Climate; Access to Education; Undergraduate Study; Institutional Mission + Suchen Sie Ihr Suchwort? STEM; Doktorandenprogramm; History of education; Bildungsgeschichte; Organisationsklima; Education; Access; Bildung; Zugang; Bildungszugang; Grundstudium
Abstract	Over the course of the 20th century, unprecedented growth in scientific discovery was fueled by broad growth in the number of university-based scientists. During this period the American undergraduate enrollment rate and number of universities with STEM graduate programs each doubled three times and the annual volume of new PhDs doubled six times. This generated the research capacity that allowed the United States to surpass early European-dominated science production and lead for the rest of the century. Here, we focus on origins in the organizational environment and institutional dynamics instead of conventional economic factors. We argue that three trends of such dynamics in the development of American higher education not often considered together--mass undergraduate education, decentralized founding of universities, and flexible mission charters for PhD training--form a process characterized by a term coined here: "access symbiosis." Then using a 90-year data series on STEM PhD production and institutional development, we demonstrate the historical progression of these mutually beneficial trends. This access symbiosis in the U.S., and perhaps versions of it in other nations, is likely one critical component of the integration of higher education development with the growing global capacity for scientific discovery. These results are discussed in terms of the contributions of American universities to the Century of Science, recent international trends, and its future viability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01