| Publication |
2013.
|
| Summary/Abstract |
In the dozen years since 11 September 2001, intelligence curricula have cropped up at scores of colleges and universities around the United States and in other countries. Accompanying this growth has been a growing literature that describes and examines various aspects of these programs. Enough time has elapsed-and a critical mass of empirical and normative analysis reached-to permit an inventory of the research on academic intelligence education in the U.S. Much of the academic intelligence education "market" has been mapped. Myriad, unreconciled perspectives have emerged. The time has arrived to map the research market and consider where (and how) the discipline might go from here in order to better the existing programs and the graduates they produce.
|