Education in Science, Engineering and Public Policy: A Stocktaking

Abstract

Over the past twenty years, many US universities have established graduate programmes in science, engineering and public policy. A study, conducted by the American Association for the Advancement of Science (AAAS) examined 21 such programmes, and surveyed more than 550 graduates and students. Thirteen programmes derive from public policy/social science traditions; the other eight are based in engineering. In general, those that are engineering- based (EB) maintain a greater emphasis on quantitative analysis than do those that are social-science based (SSB). A majority of the students are men, especially in EB programmes, which attract more undergraduate engineering and science majors; SSB programmes draw more students from undergraduate majors in social sciences and the humanities. Although many students enter without clear vocational goals, about half find careers in the field (in industry, government and universities), and most report satisfaction with their work. The study raises a number of issues worth further attention: curricula, and the need for cross-fertilization between EB and SSB traditions; financial stability, and the legitimacy of the field; problems of professional identity for graduates; and dilemmas posed by changes in the relations between science, technology and public policy in the USA.