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OCR for page 29
CONCLUSION
At the dawn of the 1990s, the United States is confronted with an academic research
enterprise that shows the strains of rapid, dynamic growth and the consequences of its
own success. In the last four decades, the nation has procluced an academic research
capability that is vastly larger and more decentralized than could have been foreseen by
the most visionary policy-makers at the end of World War Two. The extraordinary success
of the enterprise invites high ambitions for U.S. universities and colleges during the next
decade. Powerful forces--within and without the university community--are generating
pressures to further expand the role of academic research and broaden the institutional
and geographic research base.
By pressing for an expansion of frontier research, as well as greater geographic
diversity, the nation now faces decisions of how, to whom, to what extent, and for what
purposes to allot limited resources. Sustaining the quality of current research institutions
and programs will require increased financial and human resources, as well as
organizational innovation. Policy-makers in government, industry, and universities will be
forced to find an optimal balance among these competing demands and make pivotal
investment and human-resource decisions that will profoundly influence the character and
role of universities during the next century.
Maintaining the pre-eminence of the academic research enterprise will necessitate re-
considering the major premises upon which it was established. Each university and college
faces a range of choices, from accepting the challenge of an expanded mission to
attempting to maintain its traditional role. For the enterprise as a whole, new strategies
for its continued vitality must be considered--strategies far different from those employed
by the research community, university administrators, and research sponsors in previous
decades. Developing these strategies will test the nation's ingenuity and resourcefulness.
The complexity of the issues, and the relationships among them, will require a
comprehensive process and must involve all who hold a stake in the future of academic
research.
1-27
Representative terms from entire chapter:
organizational innovation
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