panel assessed the importance of these changes 

 in terms of their effects on the graduate's ability 

 to find employment and to contribute over a 

 period of time to his profession. 



The changes identified by the panelists (table 

 H) emphasized the need for (a) individualized 

 training, (b) integrating work and education, and 



(c) reducing the extent of specialization. Better 

 guidance in career development and midcareer 

 education were seen as most important to life- 

 long professional effectiveness of scientists and 

 engineers. As for employability, increased use of 

 cooperative and multidisciplinary research along 

 with independent, practice-oriented programs 

 were rated as possible significant improve- 

 ments. 



Table H — Evaluation of Changes in Graduate Education 



Percent of pnnelisli uutnaling ihni 

 change would: 



Improve 

 Currently or polenlhilly imporlani Improve professwnnl he imph'menieil 



grailuale educational changes' employability eftectiveneii hyI''SO 



Increased use of cooperative programs 98 78 67 



Increased emphasis on accrediting practice-oriented 



graduate programs 90 60 60 



Increased emphasis on "multi-disciplinary research" 89 70 90 



Establishment of personalized or independent graduate 



programs 89 78 67 



Greatly improved systems for assembly and access to 



current information on science and technology 89 89 50 



Better guidance in career development 89 100 55 



Inclusion of additional year of "intern" training in a 



non-academic institution as part of degree 



requirements 80 50 10 



Expansion of programs conferring joint degrees (e.g., M.S. 



in chemistry: M.A. in business administration) 80 t>0 50 



Establishment of a two-track (practice oriented, research) 



graduate program with different requirements for 



masters and doctorate degrees 80 60 50 



Relate educational programs and professional experience 



by encouraging faculty involvement in both 80 67 30 



Increased emphasis on "team" research in curricula 



concerned withhighly specialized fields 70 70 60 



Emphasis on education-training for university 



teaching 67 56 44 



Mid-career education 66 100 100 



Encourage splitting theses between two or more 



research groups 44 33 22 



Establish a curriculum in technological forecasting 



and social impact evaluation 40 30 33 



I hems were suggested by panelists in the first round, and presented in the second round 



93 



