the research establishment has lost the capacity to produce a con-
tinuous supply of more sophisticated knowledge, at least until it “starts
over” in developing this capability. However, when the special
forces are operating at Xi, they discover many new needs and de-
mands for continued research and educational assistance for that
problem set. Success in developing this future capability depends on
the research director purposely organizing the research enterprise
around the institutional system to be provided the scientifically
acquired knowledge. When the scientist begins to relate to the needs
of the institutional system he begins to produce knowledge which is
highly specific to improving its performance.
Stage 2. At the second stage the administration can program
assistance to a second institutional system. In Figure 3 this program
is directed at producing the knowledge the public needs in order to
understand and improve the local school system of the state, and the
transitional needs this system confronts if it is to fit contemporary
economic and population structures and new learning.
When these resources have researched the Yi goals, they will
have discovered the local needs which can be articulated in the Y2
goals. This is a simple growth line for any research effort which
discovers, from each stage of knowledge development, relevant new
and more complex questions to be answered.
Successive Stages. We can visualize a pattern of development
which allows the resources newly directed toward helping institutional
systems perform better, to move to successively more complex targets
2 Years ∣ 2 Years
2 Years
2 Years
2 Years
>
O
C
C
∏5
U
O
W
ɪl
12
13
14
15
Technological Innovation
Figure 3.
Flow of Resources to New Research and
Educational Functions, Stage 2
21