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ISSUES FOR THE 1990S & BEYOND 25 How is the distribution of research support among these modes best determined and who should determine it? How can investigators respond best to changes in the way research problems are selected? To changes in the processes for carrying out research? To changes in the interactions among departments and disciplines, and with entities outside academia? To new and untried approaches to obtaining research support? What are the ethical questions investigators should confront in the changing research environment? How should academic investigators with entrepreneurial activities balance those activities with their professorial and public service roles? How should investigators respond to increased public concerns regarding toxic substances, release of genetically engineered material, and experiments involving animals or human subjects? With steady-states in enrollments, faculty positions, and production of new doctoral researchers, can productivity per investigator be increased with more sophisticated electronic information networks, scientific instrumentation, and new forms of research organization? SCIENTIFIC AND TECHNOLOGICAL EDUCATION How can an adequate supply of students be attracted to careers in science and technology to meet the nation's personnel needs during the next century? Demographic declines in the college-age population and inadequate pre-college preparation in mathematics and sciences raise concerns not only among educators, but also among industrial leaders and others who depend on the availability of technical human resources. Is the decline in numbers of students pursuing science and technological careers a problem systemic to the entire U.S. education system? If so, how can the kindergarten through high school system better motivate and educate creative and gifted young people? How can the educational system interest sufficient numbers of U.S. students in scientific and engineering careers to meet the future needs of industry, government, and universities? How can an adequate supply of qualified scholars be attracted to academic research? Although the decline in the number of U.S. baccalaureate students who pursue advanced degrees appears to have turned around, the distribution of these students among the sciences may not provide sufficient numbers of qualified academic instructors and investigators in all disciplines. What should be done to induce young talent, especially among women and minorities, to pursue careers in academic research? What incentives are necessary to encourage U.S. citizens to pursue careers in academic science and engineering?
