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The role of students in pioneering new fields of science and technology PDF

34 Pages·1991·0.68 MB·English
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^^^ — 3^ A^ HD28 ,M414 no. jyjO -It WORKING PAPER Massachusetts Institute ofTechnology new THE ROLE OF Students in pioneering fields OF Science and Technology Michael A. Rippa Kocnraad Dcbackere Massachusetts Institute of Rijksuniversitett Gent Technology WP December 1991 Sloan # 3390-92 I99I MASSACHUSETTS INSTITUTE OF TECHNOLOGY Alfred P. Sloan School of Management Massachusetts Institute ofTechnology 50 Memorial Drive, E52-538 MA Cambridge, 02139-4307 I.I.T. LIBRARIES MAR 9 1992 THE ROLE OF STUDENTS IN PIONEERING NEW FIELDS OF SCIENCE AND TECHNOLOGY Michael A. RAPPA and Kocnraad DEBACKERE''' Massachusetts Institute ofTechnology December 1991 ABSTRACT This paper examines students involved in pioneering a newfield and the factors that influence them in their choice ofa problem area and their determination to continue working on it. Empirical evidence is presented from an intematiorml survey ofmore than seven-hundred scientists in the field ofneural networks. Comparisons are made between pioneers who initiate their work in the field as students with pioneers who have graduated and holdpositions as academic scientists. Comparisons are also made between pioneers and their colleagues who enter the field after it becomes legitimate within the scientific community. The results show that pioneering students are remarkably similar to other academic pioneers in their motivations to enter andpersist in thefield. INTRODUCTION A recent international survey of more than seven-hundred scientists working on the development of neural networks provides evidence that "pioneering" scientists are different in both their motivations to enter and their persistence to remain in the field.' Pioneers are defined as those scientists who initiate and continue working in a field before it is widely recognized as significant, or perhaps even legitimate by their peers. In comparison to other scientists, pioneers are more deeply influenced by the intrinsic intellectual appeal of the subject matter and are less influenced by the social dynamics of the research community. This conclusion holds when controlling for a scientist's age and years of professional experience. TTie results lend suppon to the contention that scientists' problem choices are determined by cognitive factors that are "internal" to science, while at the same time show the relevance of social factors operating broadly within a research community. Hence, pioneers may be an important faaor to consider when sorting-out the long-standing debate over problem choice in science (for example, see Zuckerman, 1978; Gieryn, 1978; Ziman, 1987). * Michael Rapp is an assistant professor in the behavioral and policy sciences area ofthe MIT Sloan School. Koenraad Debackere is a Fulbright post-doctoral fellow at MIT and a research associate at the Vlerick School, Rijksuniversitcit Gent, Belgium. 'See Rappaand Debackere (1991) and Debackereand Rappa (1991) fordetails regardingthe original study. A further investigation of institutional differences among neural network scientists shows that academic scientists demonstrate pioneering characteristics more clearly than scientists in industrial or government laboratories. In addition, the survey reveals that a disproportionately large percentage of pioneering scientists were graduate students when they first began research in neural networks. Nearly 70 percent ofthe pioneers were students (principally pursuing doctoral degrees) when initiating work in neural networks, in comparison to about 40 percent ofthe control group (see Table 1). It is not surprising that university laboratories are frequently home to pioneers; nor is it surprising that large numbers of scientists continue to work in an area of research they initiate as students. However, it is intriguing to find that pioneers are more likely to be students when they start their research than their colleagues who follow afterward.

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