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This report presents selected demographic and employment characteristics of recent bachelor's- and master's-degree recipients in science and engineering (S/E). The findings reported are based upon the results of a survey of the 1973-74 and 1974-75 graduating classes conducted in 1976. Surveys of new entrants to science and engineering constitute one of the elements used by the Foundation in delineating the total S/E population in the United States. Information on scientists and engineers who were in the S/E labor force at the time of the 1970 Decennial Census is provided by Surveys of Experienced Scientists and Engineers; characteristics of doctoral scientists and engineers are obtained by surveys of a sample selected from the Doctoral Roster; and the New Entrants Surveys furnish information on those who have entered the S/E labor force since 1970. (Author)

The outcomes of the employment situation for science and engineering PhDs were assessed through a survey of college and university departments and faculty members who had accepted new academic jobs or who had left academic jobs for other positions within the last three years. Faculty members who had accepted their first job after receiving the doctorate were not included. A large sample of PhDs in 12 fields who were employed by the federal government and PhDs in many fields who were employed outside academe or government were also surveyed. The study analyzed the responses to an eight-page questionnaire, completed by 10,000 doctorate holders, which dealt with career outcomes, current job characteristics, personal and educational backgrounds, and career histories. Findings are reported on three important career outcomes: salary, job satisfaction, and publication rates. Detailed multivariate analyses were conducted on the three dependent variables and the following six categories of independent variables: background factors, educational experience, present job characteristics, employment history, satisfaction with life in general and with leisure activities, and mobility. It appears that salary, publication, and relationship of job to graduate study are important determinants of job satisfaction, although publication affects satisfaction only because it relates to salary. It is concluded that academic jobs are not the only desirable jobs for science and engineering PhDs, and that the decline in academic jobs does not warrant cutbacks in science and engineering. Maintenance of PhD production need not result in less satisfying or less productive jobs. (SW)

A survey was done to determine nationwide salary averages and distributions for seventy-eight work level categories covering nineteen occupations in private industry. Occupational groups included accountants and auditors, attorneys, buyers, personnel management, chemists and engineers, technical support, and clerical. Results showed that the average salaries of workers rose 7.9% from March 1977 to March 1978. Increases for eight of the twelve professional, administrative, and technical support occupations surveyed ranged from 7.8 to 9.1%; the average increase was 8.3%. The average of the increases for the clerical occupations surveyed was 7.4%; increases ranged from 6.0 to 9.7%. Average monthly salaries for the seventy-eight occupational levels varied from $552 for clerks engaged in routine filing to $4,317 for the highest level in the attorney series. For most occupations, salary levels in metropolitan areas and in large establishments were higher than the average for all establishments within the full survey scope. Salary levels and reported averages for standard weekly hours were generally lower in finance industries than in other major industry divisions represented in the survey. (CSS)

This survey was designed to examine how National Science Foundation's (NSF) International Travel Grant Program might be revised to better meet international travel needs of faculty in American universities. The survey results provide information about the extent of participation in international scientific meetings and the sources of travel support. The survey also provides insight into department heads' perceptions of the professional benefits derived from attending such meetings. (Author/JN)

The tenth annual Recruiting Trends Survey conducted by Placement Services at Michigan State is presented, based on responses from a cross-section of business, government, and educational institutions. Job outlooks in the following fields and categories of 1980-81 graduates are offered: engineering, business, agriculture, science, liberal arts, education, women, minorities and handicapped. Other areas examined include: average starting salaries; campus recruiting activities; layoffs of college graduates; level of education required for job performance; withdrawal of job offers; average cost per new college hire; interviewee preparedness; summer jobs for 1981; recruiting problems; advice to freshmen and sophomores; and job search strategies. Results suggest that (1) employment opportunities for college graduates will be good for the class of 1981 compared to the overall job market; (2) of the nearly one million bachelors' degree graduates, about 90% will have jobs by graduation time; (3) there is a healthy market for engineers, business majors, agriculture, women graduates, and science graduates; (4) and liberal arts and education graduates will find the market in their areas a closed one, The main body of the report contains statistical data from the report. (LC)

This report presents information describing labor market conditions for scientists and engineers, focusing only on those scientists and engineers who hold scientific or engineering (S/E) jobs. The scope of this report consists of an analysis of trends in the seventies, an attempt to identify in a qualitative way some of the factors that underlie these trends, and methodological details summarized in the technical notes. Employment data are summarized for major S/E fields, major employment sectors of the economy, and for scientists and engineers primarily engaged in research and development and teaching. (DS)

Highlights of the findings of a 1980 National Science Foundation supported survey of full-time faculty in the 156 doctorate-granting institutions with the largest Federal research and development funding in the fiscal year 1977 are reported. The role of recent doctorates, faculty with tenure, research activities, and faculty turnover are discussed and summarized in one chart and three tables. (DS)

A research project examined the relationship between education and work in the professions of social work and engineering. The project encompassed four main studies of professionals at different career stages. There were (1) a questionnaire and interview study of alumni from the Case Western Reserve University Schools of Engineering and Social Work in five graduating years; (2) a corresponding investigation of current students and teaching methods in these two professions; (3) a project studying engineers and their work environments in two engineering firms; and (4) a study of the experiential learning process. Among those areas addressed in the project were the following: development of an applied theory of experiential learning, assessment of adaptive competencies, assessment of person-environment congruence, the relationship of professional education and career development, and the relationship between careers and adult development. Developed in the study was a system identifying three levels of competence--performance, learning, and developmental competencies. Techniques for assessing each of these levels and for assessing person-environment congruence were developed and tested. Data also indicated that professional education currently prepares professionals better for their core professional role than for lifelong careers and that adult development is marked by a shift from specialization to integration. (MN)

Congress, as part of the Fiscal Year 1981 National Science Foundation Authorization Act (Public Law 96-516), called for the Director of the National Science Foundation to transmit to the Congress and certain Federal agencies a biennial statistical report on the participation of women and minorities in science and engineering employment and training. This report responds to the Congressional directive. Chapter 1, a descriptive overview of the participation of women and minorities in the natural and social sciences and engineering, highlights differences in employment patterns between women and men and between whites and racial minorities. Chapter 2 reviews a series of indicators, such as unemployment rates and salary differentials, to assess relative labor market conditions for scientists and engineers. Chapter 3 examines the acquisition of science and engineering (S/E) skills. Data are presented on the number and proportion of women and minorities earning S/E degrees and on the acquisition of mathematics and scientific skills by women and racial minorities prior to college entry. Statistics indicate that although employment of female and minority scientists and engineers increased between 1974 and 1978, women and blacks are still underrepresented than males and whites respectively. (Author/DC)

Results of a survey of time spent by full-time science and engineering faculty on professional activity over an entire 52-week year are reported. The nationwide survey sample was designed to be statistically representative of faculty working full-time in 20 fields of science or engineering. Each surveyed person was asked to complete a log-diary for seven consecutive days. For this report, the 20 fields have been combined into 7 major field groups. The activities reported are for faculty, assistant professor or higher in rank, in doctorate-granting institutions during the 12 months beginning November 1, 1978. Results indicate, among other findings, that faculty work an average 48 hours per week and devote one-third of their time to research, one-third to instructional activities, and one-tenth to outside income-producing activities. A later complete report will include faculty at bachelor's- and master's-degree level institutions. (Author/DC)

This 1980 profile provides an overview of employment stability and change among a small random sample of U.S. and Canadian members of The American Institute of Physics (AIP) member societies: The American Physical Society; Optical Society of America; Acoustical Society of America; The Society of Rheology; American Association of Physics Teachers; American Astronomical Society; American Crystallographic Society; American Association of Physicists in Medicine; and American Vacuum Society. Specific topics presented in the text and illustrated in charts and graphs include: employment 1980; subfields; salaries; employment 1979-80; salary increases 1979-80; employment and salary changes 1979-80; and society membership profiles. Five appendices include: (1) detailed statistical tables on 1980 demographic and employment characteristics, 1980 salaries, and 1979-80 salary comparisons; (2) a list of geographic regions; (3) dropping society membership; (4) methodology used in the survey; and (5) a list of definitions and technical notes. (SK)

Interest in the problems and concerns of dual career couples has increased markedly in the last decade. However, little research has been done with dual career couples in such traditionally non-female professions as engineering. To examine work, home, personal, and interpersonal characteristics and concerns, married female engineering graduates and their spouses completed a questionnaire. Results revealed that financial benefits were cited most often as an advantage, while concern for time problems was cited most often as a disadvantage. The average age of the respondents was under 30 years old, reflecting the relative recency of dual career engineering couples. Most couples did not work at the same facility, and most worked for private organizations. Most took jobs by choice, although more females took jobs by availability. Both partners expressed a similar degree of satisfaction with their jobs, but tended to emphasize the male partner's career when making decisions about a job change. The findings suggest that engineering couples experience many similar concerns of dual career couples in other fields. (JAC)

Federal civilian agency support for engineering education in 1980 is described. The support is placed in categories, current concerns about the supply of engineers and conditions of engineering schools are related to the support, and the changes made by the fiscal year 1982 budget are identified. It was found that 38 programs in 11 federal agencies provided more than $240 million for engineering education in 1980. About 79 percent of this was from the U.S. Department of Education's Student Financial Assistance program. None of the programs were primarily intended to support engineering education per se. Most federal funding was related to concerns about the supply of engineers. Comparatively little was related to how well the engineering schools are doing. Fiscal year 1982 funding should not substantially change the general character of federal support although funding levels for individual programs may be significantly altered. Included among other information in an extensive appendix are descriptions of agency-specific programs (Departments of Agriculture, Commerce, Education, Health and Human Services, Interior, and Transportation; Environmental Protection Agency; National Aeronautics and Space Administration; National Science Foundation). Name, organizational location, objective, legislative mandate, history, description, funding, percentage engineering education, and comments are provided for each agency. (Author/JN)

This study is based on two surveys, one mailed to over 23,000 Washington, D.C. area engineers comprising the area membership of eight engineering professional societies and another sent to several thousand area organizations considered likely to employ engineers. In addition to assessing specific needs for various kinds of engineering education, the two surveys also examined the perceived effectiveness of current and past offerings. In designing and analyzing the questionnaire for the survey, previous questionnaires on engineering education needs were studied along with literature on questionnaire design and continuing education needs of engineers. A questionnaire was prepared, reviewed, piloted, and revised (including an appendix with responses). Some of the major conclusions reached are as follows: (1) About two-thirds of the engineers surveyed believed that the education engineering students received would be improved by a shift toward a professional school model; (2) The colleges or universities regarded as being most effective were schools with local main campuses rather than extension campuses of in-state or out-of-state schools; (3) Live programs offered by universities at the place of employment also were considered very effective; and (4) Area employers of engineers generally were supportive of further continuing education for their professional staff and wanted more opportunities. (Author/JN)

This study investigated the effect of cognitive style on continuing education of scientists and engineers and the interaction of cognitive style with motivation for and inhibition of continuing education. The Group Embedded Figures Test for field dependence/independence, Adult Nowicki-Strickland Internal-External Scale for locus of control, and a continuing education assessment scale (drawn from Boshier's Educational Participation Scale) to collect individual demographic/experiential data were administered to 350 employed engineers and scientists in 19 organizations. Results indicated that: (1) scientists/engineers are significantly more field independent than the general population, tending to confirm characteristics thought to be associated with the field independent personality (more analytical and less social); (2) field dependence/independence interacted with educational structure variables to affect outcomes, suggesting a need for more interaction among field dependent personalities, who like non-lecture classes, and a lack of tolerance for seminars among the highly field independent; (3) "advancement" and "knowledge" are more important than "satisfying requirements" or "diversion" as motivators, the major blocks to continuing education being time and course availability; (4) recitations and seminars are preferred (even by field independent subjects) over lectures; and (5) university courses are regarded as poorer than those sponsored by employers and professional associations. Implications based on these findings are discussed. (Author/JN)

Data are presented on labor market conditions for science and engineering graduates based on responses of 255 firms to mail and telephone surveys conducted in late fall of 1981. Highlights presented in table, chart, and text indicate: (1) definite and likely shortages were concentrated in the computer and engineering fields; (2) chemical, industrial, mechanical engineering and earth sciences reported a general balance between supply and demand; (3) fields in which job applicants were in excess of needs included physics, mathematics, chemistry, and civil engineering; (4) employer perceptions of shortages of Ph.D.'s were not consistent with those at the lower degree levels; (5) reported shortages were concentrated in industries having experienced overall employment growth in 1981; (6) at each degree level a greater proportion of employers reported shortages for engineering graduates then for science graduates; (7) large firms on the average sought proportionately more new workers than did medium-sized firms; and (8) 43 percent of the employers reporting shortages felt that these were attributable to rapid growth of their industry, while about 2 percent attributed their shortages to competition from other industries. (Author/JN)

In response to a National Science Foundation (NSF) request to conduct a multiphase study of the professional education and utilization of engineers in the United States during the remainder of this century, the Assembly of Engineering, National Research Council, established (as Phase I) the Committee of Education and Utilization of the Engineer. This report presents the findings and recommendations of this committee regarding desirable content, methodology, and participants in a 2-year Phase II study. Following a general summary, a list of goals and rationale for such a study, key questions to be answered are listed. Questions focus on: (l) the engineering infrastructure (infrastructure defined as the total complex of institutional system elements that selects, trains, employs, supports, and uses engineers and their services); (2) history and status of the infrastructure, considering both the engineering workforce and engineering education; (3) infrastructure behavior; (4) long- and short-term stresses related to future demands on engineering; and (5) 10 general areas related to infrastructure changes, such as preengineering/undergraduate/graduate education, and faculty concerns, among others. Recent studies of engineering education problems, a tentative outline of a Phase II Study Report, and possible future engineering/problem interfaces are presented in appendices. (Author/JN)

As Phase I of a comprehensive evaluation of the NASA-affiliated Langley Research Center's (LaRC) scientific and technical information (STI) program, an internal survey was conducted to obtain feedback from LaRC scientists and engineers concerning the effectiveness of the STI program. The first stage of the survey, which involved interviews with 64 randomly selected LaRC engineers and scientists, was intended to gather information for use in questionnaire development. The second stage involved data collection by means of a questionnaire submitted to LaRC scientific personnel assigned to the Aeronautics, Electronics, Structures, and Space Directorates. Responses were compiled and analyzed in groups corresponding to the various aspects of Langley STI services addressed by the survey: the technical review process, the research review process, the perceived image of LaRC STI Services, LaRC publication guidelines, research support services, and scientific and technical products and services. Recommendations based on the findings are made for each topic area. Data are presented by topic areas and summarized in 22 tables. Included are a reference list and six appendices, among which are the project plan for review of LaRC services and a copy of the survey instrument. (Author/JL)

As Phase IV of a comprehensive evaluation of the NASA-affiliated Langley Research Center's (LaRC) scientific and technical information (STI) program, a study was conducted to assess the usage, importance, and perceived quality of Langley-generated STI among academic and industrial research personnel, and to determine ways in which that information could be made more accessible to potential users. To obtain feedback on the STI program's effectiveness, a survey questionnaire prepared jointly by the evaluation project director and Continental Research was sent to 497 academic and industrial engineers and scientists who agreed to participate in the study. Of these, 381 returned the questionnaires by the deadline, computer tabulations were performed, and the responses were summarized. Analysis of the data revealed that NASA STI was important to the research conducted by the majority of the survey respondents, although a significant lack of familiarity with selected NASA STI products and services among the survey population was indicated. Survey data are categorized by topic and presented in 13 tables. Included are recommendations, a reference list and six appendices, among which are the project plan for the review of LaRC STI services and a copy of the survey instrument. (Author/JL)

Focusing on the continuing education (CE) of scientists/engineers in North Carolina working in small (1-500 employees), geographically dispersed companies, this study: 1) identified and described CE resources currently being used by scientists/engineers to maintain and extend their professional competence and capabilities; 2) determined the extent of use and the perceived effectiveness of these education resources in meeting CE needs of scientists/engineers; and 3) identified deficit CE needs of scientists/engineers and the preferred delivery systems. Scientists/engineers (N=480) and managers (N=61) were interviewed using instruments developed for the study (included in an appendix). Results are reported under the following headings for 1) scientist/engineer data: description of scientist/engineer participants, participation in structured and unstructured educational resources, personal evaluation of current knowledge in field, objectives for participating in CE, impact of CE on professional growth, preference rating on delivery systems, employee perceptions of employer attitudes, and requested courses and preferred delivery systems; and 2) management official data: description of participating companies, use/support/effectiveness of structured and unstructured educational resources, recognition/reward for participation and annual expenditures for scientist/engineer CE, employer perceptions of scientists'/engineers' objectives for CE, and requested courses and preferred delivery systems. Results, conclusions, recommendations, supporting documentation (statistical tables) and list of desired courses are included. (Author/SK)

Detailed findings are presented from the National Science Foundation's 1981 Survey of Scientific and Engineering Personnel Employed at Universities and Colleges. Information on characteristics of scientists and engineers employed by approximately 2,200 higher education institutions and data from 19 university-administered federally-funded research and development centers are presented. This year's tables include 2-year trend tables (1980 and 1981) showing the number of women and men employed part time as scientists and engineers in higher education institutions. These data are displayed by science and/or engineering (S/E) field. The national total of 333,000 scientists and engineers employed by academic institutions includes an estimate amounting to 19 percent of the total to account for nonresponding institutions. These data calculated by estimation are identified accordingly. Information is provided on trends in employment of scientists and engineers in higher education institutions; faculty by field, employment status, institutional control, educational attainment, type of institution, and sex; institutional rankings by status and full-time equivalents; the top 100 doctorate-granting institutions, January 1980 and January 1981; geographic data; full-time equivalents (1980 and 1981); male and female faculty by part-time and full-time status, field of study, type of institution, and institutional ranking. Summaries are presented by type of institutions (degrees offered, public/private) for the specific kinds of engineers and scientists (physical, environmental, mathematical, life scientists, social scientists, and psychologists). A sample questionnaire and instructions are appended. (SW)

The Survey of Doctoral Scientists and Engineers (SDSE) itself was the first of a planned series of biennial surveys of manpower in the physical, life and social sciences, mathematics, and engineering, prepared for the National Science Foundation by the Commission on Human Resources of the National Research Council. This evaluation report attempted to examine the SDSE for evidence of nonresponse bias and to identify strengths and weaknesses for the improvement of future manpower studies. Analysis of the rate of survey response by sex, employment status, type of employer, and reported salary in the four successive survey mailings suggests that nonresponse had no effect on accuracy of estimates of manpower distribution. The SDSE gives an estimate of the number of U.S. science and engineering doctorate recipients who were awarded degrees as of July 1, 1972, and who were employed in the sciences as of spring 1973. It probably underestimated the number of foreign Ph.D.s employed in the U.S. by 25 to 40 percent. Specific results--when compared with membership studies conducted by the American Chemical Society, the American Psychological Society, and the American Institute of Physics--indicated the SDES is generally an accurate and reliable measure of population characteristics. (Author/CP)

To evaluate the accuracy of the 1970 census' occupational classification system, a comparison was made between that year's responses to census questions and the replies by the same population group to the 1972 Postcensal Manpower Survey (PMS). Each of these questionnaires relied on a different methodology; in the PMS the respondent classified himself directly while in the census a clerical coder translated the individual's response into an occupation category. The study sample consisting of 34,938 participants was chosen from the engineering, scientific, and technical fields. Mismatches were found in 19,620 cases, and were ascribed to the following causes: coding or processing errors, structural or methodological differences, and insufficient or conflicting answers. Recommendations made to improve the census classification system included the following: (1) coders should read all the answers in the occupational section before making an assignment; (2) use of the lowest-code rule should be examined; (3) certain occupational titles need to be more clearly defined; (4) responses indicating dual occupations should be placed in a residual category, not assigned to one of the two fields; and (5) more occupational titles should be added to the list. Three recommendations for PMS were proposed: the present categorization of university or college teachers of engineering or science should be changed, examples of appropriate occupational titles should be given for each PMS category, and an investigation should be made into respondents' use of residual categories. (ELG)

This report describes Department of Defense (DOD) education programs in certain science, engineering and technical fields. It does not cover the extensive in-service technical training and education programs DOD maintains to prepare military personnel for specific occupational specialties, and managerial and leadership responsibilities. Section I, "Historical Overview of Congressional Concerns and Federal Funding for Science and Engineering Education," discusses the pre- and post-Sputnik eras and federal funding through the National Science Foundation and the Department of Education. Section II, "Science and Engineering Concerns," discusses the supply and demand for scientists and engineers, demographics and the science and engineering talent pool, and options to improve science and engineering education programs. Section III, "Science and Engineering Personnel in the Department of Defense," discusses whether or not the United State's defense buildup might cause a drain on the number of scientists and engineers from the civilian sector and whether this drain has an adverse effect on the United States' competitiveness. Section IV, "Department of Defense Science Education Initiatives," describes precollege, undergraduate, and graduate programs sponsored by the DOD. The last section discusses options to increase the DOD's role in science and engineering education. (KR)

This is the third in a biennial series of reports designed to furnish a comprehensive overview of the status of United States scientific and technological efforts as they relate to the employment and other characteristics of science and engineering (S/E) personnel. Chapter I discusses the utilization patterns of scientists and engineers, examining current employment and trends, the character of science and technology activities (from industrial, academic and federal government perspectives), and women, racial minorities, Hispanics, and the physically handicapped in S/E. Chapter II examines labor market indicators, focusing on labor force participation, unemployment rates, S/E employment rates, S/E underemployment rates, S/E underutilization rates, salary trends, and other indicators. Chapter III examines the dynamics of S/E labor markets. Areas considered include precollege science and mathematics education (focusing on achievement levels and coursetaking habits which may influence students' decisions to enter S/E careers), postsecondary science and mathematics education, and sources of flow in the S/E market (including projected supply/demand conditions). Also included are highlights of major findings and (in an appendix) 35 tables which provide a comprehensive summary of data on S/E personnel. (JN)

This report presents an analysis of science, engineering, and technician (SET) employment within manufacturing industries based on data from the 1977 and 1980 Occupational Employment Statistics survey. The purposes of the report are to: (1) summarize employment data for detailed SET occupations in manufacturing to describe demand patterns; (2) identify the fastest growing occupational and industrial demand sectors; and (3) assess the relative importance of changing industrial composition and staffing patterns as they determined variations in occupational demand within these industries between 1977 and 1980. Analysis of employment by occupation is provided in section 1, considering separately, scientists, (chemists, computer systems analysts, and other science occupations), engineers (electrical/electronic, mechanical, industrial engineers, and other engineering occupations), and technicians (engineering technicians, computer programmers, and science technicians). Employment by industry is considered in section 2, focusing on durable-goods industries, nondurable-goods industries, technological intensity and SET employment growth, and industrial detail of high-technology. An evaluation of the importance of staffing pattern changes in explaining the movement of SET employment within manufacturing industries is provided in section 3. Technical notes on the survey and detailed statistical tables are provided in appendices. (JN)

Recent research in the area of masculine and feminine personality characteristics has led to conflicting results about the adaptive value of androgyny. To investigate the relationship between sex-typing and self-reported job satisfaction and performance in the male-dominated field of engineering, 346 male and 346 female engineers completed the instrumental and expressive scales of the Personal Attributes Questionnaire as well as an extensive survey and interest inventory. The androgynous and masculine sex-typed groups reported significantly higher levels of job performance, job satisfaction and self concept of abilities than the feminine sex-typed and undifferentiated groups, regardless of sex. The androgynous group was not significantly different from the masculine group on job performance or self concept. Females tended to have more favorable attitudes towards women in engineering, regardless of sex-type. Results indicate that the presence of instrumental traits is related to higher levels of self-reported job performance and satisfaction in engineering. (Author/JAC)

This report provides projections of the employment of scientists, engineers, technicians, and other occupations for the civilian nuclear industry through the year 2000. Low, medium, and high projections are provided. In all cases, a substantial number of job openings are anticipated to fill needs created by employment growth, retirement, death, and occupational mobility. The expected adequacy of supply to fill these positions is assessed after taking into account projections of college enrollments and degrees along with competing labor demand from nuclear defense, defense waste management, weapons development, non-nuclear defense activities, and other highly technical industries. The likelihood for shortages is high in certain fields. Positions for engineers (particularly nuclear engineers), health physicists, health physics technicians, and electronic technicians will be the most difficult to fill. (Author)

This collection of essays is the second volume in a series of working papers from Lehigh University Technology Studies Resource Center. The papers focus on the ethical implications of engineering as a profession and the current problems associated with the public responsibility of engineers. Issues that relate to the ethical dimensions of conflicts of interest, competitive bidding, employer-employee relationships and private interests within corporate processes are discussed. Collectively the essays offer a set of perspectives on the development of a practical ethical approach to engineering and current technologic society. Papers in this volume include: (1) "Ethics in Engineering: A Pressing Need" by Stephen Unger; (2) "Principles of Responsibility for Professional Practice" by Charles Reynolds; (3) "The Irrelevance of Ethical Theory: The Virtue of Casuistry" by Karl Pavlovic; (4) "Engineering and Ethics: Some Comments" by Joseph Volpi; and (5) "The Nature of Engineering Ethics: Preliminary Considerations" by Heinz Luegenbiehl. (ML)

Doctorate holders who received their degrees in science or other fields between 1930 and 1972 and who held jobs in the sciences and engineering (S/E) were surveyed. Findings include the following: employment of doctorates in S/E activities continued to grow between 1979 and 1981 at the same rate since 1975, about 5 percent per year, reaching a total of 314,000 in 1981; this growth in job opportunities was about equal to the growth in available supply; declines in S/E utilization rate (i.e., the number employed in S/E activities per 100 Ph.D. scientists and engineers in the labor force) were particularly notable in the mathematical and social sciences over the 1973-1981 period; S/E job opportunities for Ph.D. computer, life, and environmental scientists and engineers remained strong; although representing only 3 percent of the total, computer sciences outpaced all other doctoral S/E employment between 1979 and 1981, growing at an average annual rate of 16 percent; job opportunities continued to shift from educational institutions and government to business/industry; although 55 percent of all doctoral S/E employment was at educational institutions, the demand in academia continued to increase at a below-average rate; and minorities and women continued to increase their share of the doctoral population. (SW)

The Division of Science Resources Studies (SRS) of the National Science Foundation has a legislatively mandated responsibility for the collection, compilation, and analyses of information related to science and technology, inputs, outputs, and impact. This constitutes a broad charter requiring diverse activities. The products of these activities are of utility to a heterogeneous clientele, varying from governmental science and technology policymakers to institutional managers and research analysts. This compilation of summaries has been prepared to provide various SRS users with a rapid overview of all current and recently completed SRS projects. All projects summarized in this publication were either ongoing or completed during FY 1982. The summaries include information on objectives, findings, methodology, authorship, and resulting publications and availability. Projects are organized in the following groups: (1) overview projects; (2) human resources (scientists, engineers, technicians), including supply, utilization, and special studies; (3) funding of science and technology, including government, industry, academic organizations (universities, colleges, and other non-profit organizations); and (4) outputs and impacts. Intramural (SRS) and extramural publications are listed in two appendices. (Author/JN)

This report analyzes data on research and development (R&D) performed by industry during 1979, examines historical trends for key R&D funding variables, and presents information on industry-employed R&D scientists and engineers. Areas addressed in the first section on R&D funds include: major R&D industries (aircraft/missiles, electrical equipment, machinery, chemicals, and motor vehicles); company R&D funds and R&D performed by U.S. companies abroad; federal R&D funds, including federally funded R&D centers administered by industry; geographic distribution; R&D funds by size of company; R&D funds related to net sales; character of work (basic research and applied R&D); energy R&D; pollution abatement R&D; and distribution of R&D funds by special categories, focusing on R&D performed to meet government regulations and product- versus processes-applied R&D. Data on full-time equivalent (FTE) R&D scientists/engineers by industry; percent of total R&D expenditures devoted to wages, materials and supplies, and overhead costs for selected industries; and other data are discussed in the second section. Technical notes, statistical tables, and survey instruments are provided in appendices. Data indicate that industrial expenditures for 1979 totaled $38 billion, a 14-percent gain over 1978 and that industry spent $194 million on R&D projects undertaken by colleges and universities. (Author/JN)

Science and Engineering Education data and information are presented in six chapters, each chapter containing detailed statistical charts and tables. Resources data contained in chapter 1 are grouped into four categories: K-12, higher education, funding, and informal education. Resources may take the form of capital, personnel, and teaching materials and may be expressed in types of educational programs offered, curricula used, and amount of time spent on them. Chapter 2 presents data on how many and what kinds of people participate in science, mathematics, and technology education and what form that participation takes. Chapter 3 focuses on student, faculty, and public attitudes, goals, and needs concerning science and mathematics education. Test data are examined in chapter 4. Degree data in chapter 5 are grouped into three categories: total number of earned degrees by subject and level, percent distribution of earned degrees by subject and level, and degree and distribution data for women and minorities. Science/engineering employment data (focusing on employment and salaries) are presented in chapter 6. Each chapter begins with an introduction and highlights of the data presented therein. (Author/JN)