Conclusion. The MSE education system, including K–12 mathematics and science education, will have to evolve and adapt so as to ensure a supply of MSE professionals educated to meet U.S. national needs for MSE expertise and to compete on the global MSE R&D stage. The evolution of the U.S. education system will have to take into account the materials needs identified by the federal agencies that support MSE R&D as well the needs of the materials industry.

SUMMARY REMARKS

In summary, the evidence presented in this chapter and its associated appendixes—patent data, literature data, trends in corporate research—indicates increasing activity in MSE R&D around the world, with concomitant increases in global and transnational ownership and collaboration. In the subfields of MSE, the United States is the leader or among the leaders, and Japan and Western Europe are the closest rivals for leadership. Global activity in all the subfields examined is diversifying, with significant increases in activity in Asian countries that have not heretofore had substantive activity in these fields. On the home front, MSE R&D in the United States appears to be a highly internationalized activity with a highly diversified set of international partners. Advances in IT and communications technology have been drivers for the globalization of R&D. The case study in superalloys (Appendix D) shows that the environment for R&D in this field is evolving in the face of globalization. A deeper analysis of the current state of R&D in 10 MSE subfields is presented in Chapter 3.



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