Marginson, 2016, The Dream is Over: The Crisis of Clark Kerr’s California Idea of Higher Education
De Alto, 2013, Autonomía tecnológica: La audacia de la División Electrónica de FATE
María Inés Barbero, 2013, Technological Transfers in Argentina’s Early Industrialization
Agents and Paths, 1900–1930, in: Organizing Global Technology Flows
Barbero, 2008, Business History in Latin America: A Historiographical Perspective, in: Business History Review
Rocchi, 2005, Chimneys in the Desert: Industrialization in Argentina During the Export Boom Years, 1870-1930
*Amsden, 2004, Import substitution in high-tech industries: Prebisch lives in Asia! in: CEPAL Review
Amsden, 2001, The Rise of “The Rest”: Challenges to the West from Late-Industrializing Economies
John Aubrey Douglass, 2000, The California Idea and American Higher Education 1850 to the 1960 Master Plan
Alistair Hennessy and John King (eds.), 1992, The Land that England lost: Argentina and Britain, a special relationship
Korol and Sabato, 1990, Incomplete Industrialization: An Argentine Obsession, in: Latin American Research Review
Dennis, 1987, Accounting for Research: New Histories of Corporate Laboratories and the Social History of American Science, in Social Studies of Science
Stang, 1986, The shaping of a market for technical know‐how in Latin America 1870–1930, in: Scandinavian Journal of History
Solberg, 1982, Entrepreneurship in public enterprise: General Enrique Mosconi and the Argentine petroleum industry, in: Business History Review
*Martin Trow, 1973, Problems in the Transition from Elite to Mass Higher Education (Carnegie Commission on Higher Education). “Moreover, as student numbers grow, with increasing numbers from poor homes, a growing proportion arc also working for pay at non-academic jobs – first during vacations and then during term time. This trend has implications for the meaning of being a student, for the curriculum (less outside reading and study can be assigned or assumed), for student motivations, and for the relationships of students with their teachers. And it is hard to discourage this practice, especially when it is done out of necessity by needy students. It can be ignored when it is the occasional ‘poor but able’ student who has to work for his fees and maintenance. But it is a different institution when the proportion of working students is 30, 40, or 50 percent. The provision of state stipends for university students (as in Britain) is designed precisely to permit the maintenance of elite forms of higher education with a more ‘democratic’ student intake [alternatively, have students study close to home so their parents continue to provide board and lodging]. But the high and growing costs of stipends ironically acts as a brake on expansion: only one of the ways in which the principle of equality in higher education is at odds with expansion. The growing interest in student loans in several countries is a part of the effort to solve this dilemma in ways that will protect the university against part-time work by students. The ‘sandwich course’ for technical and vocational students is another ‘solution’ that makes a virtue of necessity by incorporating paid work into the regular curriculum.” (p. 10)
Cochran, 1964, The entrepreneur in economic change, in: Behavioral Science
Cochran, Reina and Nuttall, 1962, Entrepreneurship in Argentine Culture: Torcuato Di Tella and S.I.A.M.
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