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In The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production.
The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more—not less—important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.
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David P. Baker is Professor of Sociology, Education, and Demography at The Pennsylvania State University, USA. He writes about the effects of education on cognition, health, and society. His 2014 book, The Schooled Society: The Educational Transformation of Global Culture won the American Educational Research Association’s 2015 Outstanding Book Award.
Justin J.W. Powell is Professor of Sociology of Education at the University of Luxembourg. His comparative institutional analyses of education systems chart persistence and change in inclusive and special education, in higher education and vocational training, and in educational governance and research policy. His co-authored book Comparing Special Education: Origins to Contemporary Paradoxes received the 2012 Outstanding Book Award (Contemporary Issues in Curriculum category), of the American Educational Research Association.
Frank Fernandez is Assistant Professor at the University of Houston, USA. He earned his Ph.D. in Higher Education from The Pennsylvania State University. He researches educational policy issues, including topics related to comparative or international studies of education and skills, access and equity for underserved students, as well as doctoral education and the future of the Professoriate.
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