131 Book Reviews / Comptes Rendus were top-ranking civil servants w h o , dissatisfied with the status q u o , were eager to c h a n g e the nature of policy m a k i n g and administration in higher education. T h e persuasive tactics that they used succeeded because there was already a changing climate toward the d e v e l o p m e n t of a civil society. In the final analysis, there is no single theory that accounts f o r the Austrian experience. Instead, the successful policy transfer can b e attributed to a combination of factors, including the robustness of institutions. T h e individual chapters in this book are very well written, each providing vivid historical details of the c h a n g e process it describes. Paradoxically however, this c o m m e n d a b l e feature detracts f r o m the b o o k ' s integration and coherence as there is m u c h repetition, particularly across the earlier chapters, in the narration of the historical process of developing the Austrian system. Although the b o o k ' s stated f o c u s is the accreditation model, this key concept is not defined until m i d - w a y through the b o o k (on page 70), and a full analysis of the policy transfer does not occur until the last t w o chapters. Despite these shortcomings, the book provides an interesting history of t w o similar yet different systems of higher education, and the unique w a y s in which one was inspired by and modelled on the other. It would therefore be of interest to scholars of public policy, as well as to educational administrators and historians. 4? M a z o n , P. M . (2003). Gender Admission and the Modern Research of Women to German Higher Education, University: 1865-1914. The Stanford: Stanford University Press. Pages: 297. Price: $65.00 U S D (cloth). Reviewed by Uli Scheck, Faculty of Education, Queen's University. M a z o n ' s study delineates the path taken by w o m e n to gain access to German universities during the fifty-year period prior to World War I. She explores the reasons w h y it was nearly impossible to envision the concept of a f e m a l e student in nineteenth-century Germany, traces the debate initiated by the w o m e n ' s m o v e m e n t that eventually enabled The Canadian Journal of Higher Education Volume XXXIV, No. 3, 2004 132 Book Reviews / Comptes Rendus w o m e n to gain university admission, and outlines the important role played by n e w policies, as well as fictional writing. T h e key concept with which M a z o n analyses the mid-nineteenth to early twentieth-century G e r m a n debate about university access f o r w o m e n is that of " a c a d e m i c citizenship." According to the author, a c a d e m i c citizenship was closely linked to the masculine self-perception of the educated middle class and the gendered nature of the student i m a g e by c o m b i n i n g the elements of maturity, a c a d e m i c f r e e d o m with respect to research pursuits, as well as lifestyle, honour, intellectual rigor, and Bildung (education and intellectual formation). A c a d e m i c citizenship and its constituent parts ensured that w o m e n were excluded f r o m entering university since they w e r e either prevented f r o m , or assumed to b e incapable of, meeting the high standards required of m a l e students. Chapter I examines how, in the second half of the nineteenth century, academic citizenship and the right to Bildung continued to b e firmly placed in the male domain. A s her sources, M a z o n uses three contemporary h a n d b o o k s that introduce prospective and n e w students to university life. T h e s e guides aspired to the neo-humanist ideal of Bildung and articulated very specific views of masculinity thus reinforcing a c a d e m i c citizenship as an exclusive privilege for m e n . Chapter II provides the counterpoint by tracing h o w the G e r m a n middle-class w o m e n ' s m o v e m e n t w o r k e d towards the r e f o r m of f e m a l e education. F r o m 1865 onwards, the Frauenstudium (university education of w o m e n ) b e c a m e the f o c u s of those r e f o r m e r s w h o favoured participation of w o m e n in higher education as a contribution to solving the w o m a n question, i.e., the social problems caused by industrialization, especially the very limited e m p l o y m e n t options f a c e d by a rapidly increasing n u m b e r of single w o m e n . M a z o n offers a detailed analysis of the ideas and writings of f o u r of the leading reformers, n a m e l y Louise Otto-Peters, H e d w i g D o h m , H e d w i g Kettler, and H e l e n e L a n g e , all of w h o m m a d e strong arguments f o r higher education f o r f e m a l e s by e m p h a s i z i n g the w o m a n question as a m e a n s to subvert the masculine concept of a c a d e m i c citizenship. Chapter III further explores the tension b e t w e e n the rhetoric of the w o m a n question and academic citizenship and situates this conceptual conflict within the well-known nineteenth- The Canadian Journal of Higher Education Volume XXXIV, No. 3, 2004 133 Book Reviews / Comptes Rendus century debates about w o m e n ' s perceived physical, intellectual, and moral inferiority. W o m e n eventually gained access to university education with the understanding that they would choose only "suitable" careers, e.g., b e c o m e physicians or teachers, and would not c o m p e t e with m e n in exclusively m a l e professions such as law. In Chapter IV, M a z ó n f o c u s e s on the policies and regulations brought f o r w a r d by universities and state governments in an attempt to control the access of w o m e n to higher education. She argues that the insistence on the Abitur as the qualifying standard f o r university admission f o r both sexes was a political strategy aimed at limiting the n u m b e r of G e r m a n f e m a l e students and excluding foreign w o m e n entirely. Chapters V and V I bring into play a variety of literary texts depicting the life of Studentinnen as well as a n u m b e r of autobiographical accounts by w o m e n belonging to the first generation of f e m a l e students. Especially the inclusion of non-canonical works of fiction adds a dimension to M a z ó n ' s study that is often overlooked. The last chapter of Mazón's book entitled "Conclusion" is predominantly a repetition of points already m a d e rather than a synthesis of her findings—it reads a bit like a s u m m a r y chapter of a dissertation— and is thus indicative of both the strengths and weaknesses of this study. H e r close readings of both fictional and non-fictional contributions to the Frauenstudium debate are illuminating, and the wealth of material she covers is very impressive, indeed. However, in light of M a z ó n ' s obvious interest in the cultural history of the period leading to the admission of w o m e n to higher education at the beginning of the twentieth century, it is a bit disappointing that she does not provide a more detailed analysis of the confluence of intellectual and literary discourses of the time. It w o u l d h a v e been interesting to learn m o r e about h o w the debate surrounding the w o m a n question and a c a d e m i c citizenship relates to the sexual exploitation of lower middle class w o m e n by m e n e n j o y i n g a higher social standing, including university students. G e r m a n literature of the nineteenth and early twentieth century is saturated with both celebratory and harshly critical portrayals of the double standard at work in m a l e - f e m a l e sexual relations. Furthermore, s o m e of M a z ó n ' s concluding observations are s o m e w h a t questionable. She maintains, f o r example, that the concept of academic citizenship The Canadian Journal of Higher Education Volume XXXIV, No. 3, 2004 134 Book Reviews / Comptes Rendus w a s finally thrown overboard by the student m o v e m e n t of the late 1960s resulting in the r e f o r m of G e r m a n universities and in m a k i n g t h e m m o r e responsive to w o m e n ' s needs. This is surely an oversimplification given the c o m p l e x governance issues that still await resolution in the G e r m a n postsecondary education system today. In spite of these shortcomings and although it covers s o m e already well-researched ground, M a z o n ' s study nevertheless provides a useful account of the often difficult struggle to secure university admission f o r w o m e n in Germany. * * * Mowery, D.C., Nelson, R.R., Sampat, B.N., Ziedonis, A.A. (2004). Tower and Industrial Innovation: Before and After the Bayh-Dole University-Industry Technology Ivory Transfer Act. Stanford: Stanford Business Books. Pages: 241 Price: $39.95 U S D (cloth). Reviewed by Ken Snowdon, Snowdon & Associates, Inc. Ivory Tower and Industrial Innovation: Transfer Before and After the Bayh-Dole University-Industry Technology Act provides an insightful multi- faceted assessment of licensing and patenting activity in the United States and adds additional perspective on the prevailing view of the importance of the B a y h - D o l e Act (1980). W h a t is the prevailing v i e w ? T h e Act, which granted universities (and small business) patent and licensing rights to federally f u n d e d research, is o f t e n cited as a key ingredient in the significant expansion of the technology transfer and commercialization efforts of A m e r i c a n universities which, in turn, helped f u e l the e c o n o m i c b o o m of the 1990s. W h i l e the authors a c k n o w l e d g e the importance of the Act, their basic argument is that " m u c h of the current discussion of the e c o n o m i c role of the U.S. research universities and the contributions of U.S. universities to the e c o n o m i c b o o m of the 1990s, exaggerates the role of the B a y h - D o l e " (p. 179). W h i l e the Act had a definite impact on the patent and licensing environment, the authors demonstrate that patenting and licensing activities w e r e an important part of a c a d e m e f o r m a n y The Canadian Journal of Higher Education Volume XXXIV, No. 3, 2004