Abstract
Scientists entering the policy-making arena as advisers find themselves in an environment characterized by trade-offs among competing values, goals, andgroups. This environment makes it difficult for scientists to adhere to the methods and values of science on which their cognitive authority rests Resulting concerns about the foundations and impact of expert advice inspired this study, which examines the experiences and contributions of academic advisers to an American state government. The majority of the faculty stay within the scope of their academic endeavors when providing advice. Almost half of their advice is based on analytical work, the remainder on judgment and opinion. To guard their image as objective truth seekers, most faculty are careful to qualify remarks not based on research. Faculty are seldom to be found in the policy-making forefront; most frequently they play supporting roles by providing information at staff and middle-management levels.
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