Eli M. Noam, professor of finance and economics and director of the Columbia Institute for Tele-Information at Columbia University published an article titled "Electronics and the Dim Future of the University " as part of a working paper series that may be found at:     http://www.crt.columbia.edu/vi/papers/citinoa3.htm.

In this article Dr. Noam argues that advanced communications technologies will strengthen global research capacity while weakening traditional institutions of learning such as universities.

Noam begins with the premise that scholarly activity consists of three primary elements; the creation and validation of knowledge, the preservation of knowledge, and the sharing of knowledge. The knowledge system that grew up with the printing press is now being challenged by technologies that not only can reach around the world in an instant, but is fundamentally different in that it can be interactive. Books and journals support one-way delivery of information, supporting a system that allows knowledge centers like universities to control the creation and flow of knowledge. Noam states that "%centrally stored information, scholars coming to the information, and a wide range of information subjects under one institutional roof _ was logical when information was scarce, reproduction expensive and restricted, and specialization low." Noam predicts major changes for the university based on a fundamental shift in the flow of information. He writes; "in the past, people came to the information, and the information was at

Noam concludes that the first two activities of scholars, the creation and preservation of knowledge have already been fundamentally changed by new technologies. Only the third function of knowledge sharing remains fixed in space at the university campus, and this is changing rapidly. He writes; "if alternative instructional technologies and credentialing system can be devised, there will be an out-migration from classic campus-based higher education." Noam predicts that basic undergraduate education and professional graduate studies will be offered by commercial suppliers who will contract with "star" professors to offer inexpensive and expertly packaged teaching modules via "%video servers with stored lectures by outstanding scholars; electronic access to interactive reading materials and study exercises; electronic interactivity with faculty and teaching assistants; hypertextbooks and new forms of experiencing knowledge; video and computer- conferencing; and language translation programs." While this might be perceived to be exciting and efficient, it surely will mark the end of more traditional forms of college education. Those of us who have only recently moved from a chalk board to an overhead projector are in for a big shock.

The prediction is dire, indeed for institutions unable to adapt. Of course much like in previous eras, the continued evolution of the university will mean that some institutions and some components of institutions will not survive, while others will thrive. He believes that an important role for contact-intensive liberal arts programs and skill training that requires hands-on instruction and immediate feedback will continue, as will small areas ofgraduate study that would not be profitable for commercial suppliers. Research in fields that are not experiencing rapid growth will remain affiliated with traditional university departments, while research teams consisting of academics, industry and government scientists may reside at or near a university "%as a sort of office park of semi-autonomous units."

So is there a major role for the university? As always, change will bring both opportunity and threat. Courageous and creative leadership is needed to define a new and more important role for the university of the 21st century. A university that focuses on learning and community building rather than the transfer of information from experts to disconnected individuals may have a future. As we think about universities in the future, we must surely consider a more important role for outreach. In Massachusetts, perhaps the Commonwealth will truly become our campus.

John M. Gerber, 1996