TECHNOLOGY AND CULTURE Book Reviews 151 ing relies heavily, but not exclusively, on formal education, and expertise is valued over manual skill. The fact that expertise is more universal than manual skill leads engineers to organize along profes sional lines, but the professions are relatively weak since they can include managers as well as engineers. The estate model oforganiza tion is characterized by a “stratified hierarchy of technical occupa tions in the middle levels of the firm” (p. 240). As in the managerial model, training relies on formal education, but unlike that model, here the term “engineer” is restricted to those who hold certain credentials. The result is a highly stratified and fragmented commu nity whose members identify strongly with their profession and are distinguished from both labor and management. In the companycentered model of organization, engineers identify strongly with a specific firm. While recruitment relies on formal education, much of the training takes place within the firm. This results in an organi zation in which engineers are not sharply distinguished from either managers or production workers. While none of the models exists in a pure form, the authors argue that different countries seem to be influenced by different models. For example, the craft model plays an important role in Great Britain, while the United States exemplifies many aspects of the managerial model. Germany, France, and Sweden seem to reflect the estate model, while Japan is more influenced by the company-centered model. The authors conclude by speculating that the models, rather than being a menu, could be seen to fit into an evolutionary framework in which the craft and managerial models become replaced by the estate model and finally the company-centered model as industrial ism develops. Whether one agrees or not, the book raises some inter esting issues that even non-Marxists should find thought-provoking. David F. Channell Dr. Channell is professor of historical studies at the University ofTexas at Dallas. He is currently editing an anthology of articles from Technology and Culture on the relationship between science and technology thatwill be published by the University of Chicago Press. Education in a Research University. Edited by KennethJ. Arrow, B. Cur tis Eaves, and Ingram Olkin. Stanford: Stanford University Press, 1996. Pp. xxxv+494; figures, tables, notes. $55.00 (cloth). Volumes of collected essays are notoriously difficult to review, but this book with thirty contributions from as many authors is especially hard to describe. Certainlyit is mistitled. It was produced in honor of GeraldJ. Lieberman, a pioneer in operations research and longtime teacher and administrator (including provost) at Stanford Univer sity. Most ofthe entries were written by Stanford faculty and adminis 152 Book Reviews TECHNOLOGY AND CULTURE trators, the remainder by Lieberman’s students. Yet it is not a tradi tional scholarly Festschrift. The essays are organized into three main categories that represent areas where Lieberman made contribu tions: university administration, teaching and research in operations research and statistical applications, and social utilization offindings from operations research. The opening section of ten essays examines university administra tion at Stanford after the late 1960s. These are generally recollec tions of specific situations: introducing affirmative action, coping with the student revolt of the 1960s, developing the Stanford Fellows program, and so on. In keeping with Lieberman’s interests, a couple ofessays discuss the introduction ofcomputing or statistical methods into such administrative tasks as long-term planning. Administrators at other research universities who have struggled with such problems might find these accounts of some interest, but the essays are not really scholarly treatments. Still, those interested in Stanford’s his tory might learn something about recent developments and changes at Stanford for these matters are not often covered in traditional university histories. The second section, “Teaching and Learning,” examines opera tions research as an academic held. Chapters cover everything from writing textbooks to developing graduate programs in operations research (OR), and the impact of OR on policymaking, manufactur ing, and mathematics. Most of the chapters in this section were pre pared by Lieberman’s students, and included are essays discussing the introduction of quantitative methods courses for MBAs at Indi ana University and the current problems and challenges facing oper ations...
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May 29, 2019
Amanda L Golbeck 
Open Access
