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Global Transformation of
Research Universities
David Baker
International
team
Journal articles
1900-2010
Whole World
20th Century
Dynamics of Science
Little Science
Big Science
Mega-Science
9,505 10,66611,82610,70414,06919,58925,64425,75824,54324,34548,60150,87169,728
127,685
230,199
289,613
380,887
462,602
533,443
601,906
769,835
880,125
1,298,627
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1900 1905 1910 1915 1920 1925 1930 1935 1940 1945 1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010
whole_count
Science Publications (STEM Fields) Worldwide
1900-2010
20th
Century
Dynamics of Science
Why?
What did Universities have to do with it?
Why?
Science Revolution +
Education Revolution =
Mega-Science
What did Universities have to do with it?
Everything!
Supporting Trends-Forces:
University as key site
Democratization of science
Intensive global
interconnectedness
Education Revolution
1 in 5 of world’s youth in
higher education
The university has become the
most important focus of modern
society
Even more than the business firm
and the state
Largest scale institutionalization of
change in cultural that has ever
existed.
talcott parsons, “Higher Education as a Theoretical Focus,” 1971
Some Revolutionary Ideas
Schooling is for all
Schooling is human development not just skill enhancement
Achievement is a fair/efficient way to select people to do jobs
Investment in humans is good for society
Some Revolutionary
Consequences
Massive growth in
“Cognitive Culture”
The cognitive impact of
the education revolution:
A possible cause of the
Flynn Effect on population
IQ
Baker….Benavides…Leon
2105
Some Revolutionary
Consequences
Universalization of
Knowledge
Rise of Science as Main ”Truth”
mega-global science :
Annual Number of Science Journal Publications Worldwide (1900–2011)
Figure 6: University’s Participation on Scientific Production, 1900-2011
Figure 1: Annual Number of SCIE Publications Worldwide, 1900-2011
Evolution of Global Center of Gravity of
SCIE Publications (1900–2010)
Percent of U.S. Publications Produced
by Public, Private, and Non-Higher
Education Organizations, 1900-2010
Knowledge Conglomerate
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Scientific Societies (Left Axis) University Enrollment Per Capita (Left Axis)
STEM PhDs, Public Universities (Right Axis) STEM PhDs, Private Universities (Right Axis)
Networks of U.S. Universities with Highest
# Publications, 2011
Top 20 University Producers of STEM+
Publications, 2011Rank University Name
Private or
Public
Percent of 2011 U.S.
STEM+ Publications
1 Harvard University Private 3.66
2 University of Michigan-Ann Arbor Public 2.12
3 Johns Hopkins University Private 1.94
4 University of Washington-Seattle Campus Public 1.89
5 University of California-Los Angeles Public 1.87
6 Stanford University Private 1.77
7 University of Pennsylvania Private 1.75
8 University of California-San Francisco Public 1.66
9 University of Pittsburgh-Pittsburgh Campus Public 1.66
10 Columbia University in the City of New York Private 1.54
11 University of California-Berkeley Public 1.49
12 Duke University Private 1.47
13 University of California-San Diego Public 1.45
14 University of Minnesota-Twin Cities Public 1.38
15 University of Wisconsin-Madison Public 1.38
16 University of California-Davis Public 1.33
17 University of Florida Public 1.33
18 Yale University Private 1.31
19 University of North Carolina at Chapel Hill Public 1.26
20 Ohio State University-Main Campus Public 1.23
The education revolution and
our global future:
David Baker
2014 Stanford
University Press
The education revolution and
our global future:
David Baker
1 in 5 of world’s youth in
higher education
Higher education is, and has been,
the central cultural institution of
modern society.
john meyer, Francisco Ramirez, David Frank, and Evan Schofer,
“Higher Education as an Institution,” 2008
The university has already become the most
important . . . focus of modern society, and is
likely to become still more important in the future,
superseding even the business firm and the
governmental structure. . . . We now have by far
the largest scale institutionalization of change in
important parts of the cultural system that . . . has
ever existed.
talcott parsons, “Higher Education as a Theoretical Focus,” 1971
From the fuel economy of cars to getting
pregnant, from stealth technology in war to
teenage rebellion [all are] to be understood in a
day-to-day basis around basic natural-scientific
understandings. The process at work here is the
reverse of that which gave rise to the applied
sciences over the century. In [that] case, society
penetrated university sciences . . . now [university]
sciences penetrate society.
david frank and jay gabler, Reconstructing the University, 2006
Three main
charters of
university
KNOWLEDGE PRODUCTION
DEGREES
EXPERTISE
University as culture
producer
“the considerable American capacity…science,
social science, scholarship…rides upon the expanding educational dreams of the average 18-
21 year old undergraduate.”
“the land-grant model sowed the seeds for global
higher education”
Evolution of Global Center of Gravity of
SCIE Publications (1900–2010)
Proportion of Internationally Collaborative SCIE Publications and Average Number of Countries Contributing to
Collaborative Publications (1900–2011)
Some Big Ideas
Schooling is for all
Schooling is human development not just skill
enhancement
Achievement is a fair/efficient way to select
people to do jobs
Investment in humans is good for society
Some Consequences
Enrollments
Life-span increase
Similar ideas about schooling
Teaching is similar everywhere
Images of Overeducation
Crisis(circa 1970) Wealthy nations:
“embittered Ph.D. driving a taxi”
Less wealthy nations:
“angry young man with an upper-secondary degree without a
prestigious job in the civil service”
Examples of Institutional
Effects of Education on other
InstitutionsThe Schooled Society Influence on:
Nature of Jobs
Nature of Labor Credentialing
Over-education myth
Rise of mass
professionalism1900 4% to 23% by 21 Century
1.7 million to over 30 million
professionalized workers!
Wyatt, Ian, and Daniel H. Hecker. 2006. “Occupational Changes During the
20th Century.” Monthly Labor Review 129, no. 3: 35–57.
Rise of mass professionalismAND WORK IN LARGE ORGS.
From 1960-2000:
computer specialists grew 95 times as
a proportion of total employment
engineers 9 times
1910 to 2000:
accountants and auditors 13 times
health care professionals 5 times
high education professors 12 times
lawyers 1.5 times
teachers 1.4 times
Complementary
Technologythe educated worker transforms
the workplace through what she
is capable
of and hence through the
technologies that will be most
productive and profitable
“pervasive skill-biased” (read
pervasive education-biased)
technologyAcemoglu 1998. Goldin and Katz. 2008. The Race Between
Education and Technology. Cambridge, MA: Harvard University
Growing Cognitive Nature
of JobsFrom 1960 to 1985 U.S. highest
cognitive complexity grew from
20 to 30 percent; over the same
time.(cognitive skills of analytical reasoning and synthetic
reasoning)
Jobs with the lowest cognitive
complexity dropped to 15
percent of economy.
Howell, David R., and Edward N. Wolff. 1991. “Trends in the Growth
and Distribution of Skills in the U.S. Workplace, 1960–1985.”
Industrial and Labor Relations Review 44, no. 3: 486–502.
Some Outcomes
Economic growth
Expanding economies
Education, Resources &
Capital through time
The city and university
Don’t trivialize the university
Don’t localize it
Do expect it to be somewhat
irrelevant to local interests
Do expect it to expand and
intensify its main charters for better
or worse
Greedy institution
Some Outcomes
Peru
