REFERENCES
- Gustave E. von Grunebaum , “Specialization,” in George Makdisi , ed., Arabic and Islamic Studies in Honor of Hamilton A.R. Gibb ( Cambridge : Harvard University Press , 1965 ), p. 285 .
- Louis Goodman , Kay King , and Stephen Szaba , Professional Schools of International Affairs on the Eve of the 21st Century ( Washington , DC : Association of Professor Schools of International Affairs , 1994 ).
- Christopher Andrew and David Dilks , eds. The Missing Dimension: Governments and Intelligence Communities in the Twentieth Century ( Urbana , IL : University of Illinois Press , and London : Macmillan , 1984 ).
- Mark Lowenthal , “Teaching Intelligence: The Intellectual Challenges,” in Russell Swenson , ed., A Flourishing Craft: Teaching Intelligence Studies , Occasional Paper No. 5 ( Washington , DC : Joint Military Intelligence College , 1999 ).
- Cf . Rhodri Jeffreys-Jones , The CIA and American Democracy ( New Haven : Yale University Press , 1989 ), especially Chapter 11 .
- Cf . Intelligence and National Security , Vol. 23 , No. 9 , 2008 , special issue on “Spying in Film and Fiction.”
- For a history of the Officers-in-Residence program, see John Hollister Hedley , “Twenty Years of Officers in Residence,” Studies in Intelligence , Vol. 49 , No. 4 , 2005 .
- Rhodri Jeffreys-Jones , The CIA and American Democracy , p. 230 . See also Marjorie Cline , ed., Teaching Intelligence in the Mid-1980s: A Survey of College and University Courses on the Subject of Intelligence ( Washington , DC : National Intelligence Study Center , 1985 ).
- For an overview of the historical development of Intelligence Studies in British universities, see Len Scott and Peter Jackson , “Journeys in Shadows,” in Len Scott and Peter Jackson , eds., Understanding Intelligence in the Twenty-first Century ( London : Routledge , 2004 ).
- Ernest May , “Studying and Teaching Intelligence,” Studies in Intelligence , Vol. 38 , No. 5 , 1995 .
- Ibid .
- Russell Swenson , ed., A Flourishing Craft: Teaching Intelligence Studies .
- John Macartney , “Teaching Intelligence: Getting Started,” in Russell Swenson , ed., A Flourishing Craft: Teaching Intelligence Studies , p. 13 . Universities offering courses on intelligence subjects now include prestigious Ivy League institutions like Columbia, Harvard, Princeton, and Yale .
- Among the early British universities with intelligence-related course modules were Cambridge, Salford, and Kings College/University of London; they were subsequently joined by University of Wales, Aberystwyth, Birmingham University, Brunel University, Edinburgh University, Queen Mary College/University of London, Liverpool John Moores University, Nottingham University, Reading University, and Sheffield University. Other universities introduced specialized programs on national security subjects, such as the University of St. Andrews' University Centre for the Study of Terrorism and Political Violence, Cf. Michael Goodman, “Studying and Teaching About Intelligence: The Approach in the United Kingdom,” Studies in Intelligence, Vol. 50, No. 2, 2006, and Paul Maddrell, Intelligence Studies in U.K. Universities: http://users.aber.ac.uk/rbh/iss/uk.html .
- Among the pioneering Canadian universities with faculty teaching intelligence courses or courses with significant intelligence/security content were Carleton, New Brunswick, Northern British Columbia, Simon Fraser, Toronto, and York. They were later joined by Calgary and Dalhousie .
- European universities introducing an intelligence course or courses with significant intelligence content included Amsterdam, Burgos, Carlos III (Madrid), Graz, Lund, Rey Juan Carlos (Madrid), Roma Tre, Marburg, and Utrecht. Cf. Siegfried Beer, “Intelligence Studies: The Case of Austria,” in Russell Swenson, ed., A Flourishing Craft: Teaching Intelligence Studies .
- Israeli universities with faculty specializing on Intelligence Studies included Bar-Ilan University, Tel-Aviv University, and the University of Haifa .
- Stafford T. Thomas , “Assessing Current Intelligence Studies,” International Journal of Intelligence and Counter Intelligence , Vol. 2 , No. 2 summer 1988. Wesley Wark later posited a somewhat more elaborate matrix of eight paradigmatic approaches to Intelligence Studies : Wesley Wark , “The Study of Espionage: Past, Present, Future?,” Intelligence and National Security , Vol. 8 , No. 3 , 1993 .
- Cf . Andrew Sileke , “An Introduction to Terrorism Research,” in Andrew Silke , Research on Terrorism: Trends, Achievements and Failures ( London : Frank Cass , 2004 ), pp. 26 – 27 .
- Thomas Kuhn , The Structure of Scientific Revolutions ( Chicago : University of Chicago Press , 1962 ), esp. chapter 2. Theorizing in Intelligence Studies is still in its nascent stages. For recent efforts at theory-building see Loch K. Johnson, “Preface to a Theory of Strategic Intelligence,” International Journal of Intelligence and CounterIntelligence, Vol. 16, No. 4, Winter 2003, and “Bricks and Mortar for a Theory of Intelligence,” Comparative Strategy, Vol. 22, No. 1, 2003; Christopher Andrew, “Intelligence, International Relations and ‘Under-theorisation,’ ” in Len Scott and Peter Jackson, eds., Understanding Intelligence in the Twenty-first Century; and Or Arthur Honig, “A New Direction for Theory-Building in Intelligence Studies,” International Journal of Intelligence and CounterIntelligence, Vol. 20, No. 4, Winter 2007 .
- For an early iteration of the academic debate over this issue of Intelligence Studies and the scholarly discipline, see Michael Fry and Miles Hochstein, “Epistemic Communities: Intelligence Studies and International Relations,” Intelligence and National Security, Vol. 8, No. 3, 1993; see also Len Scott and Peter Jackson, “The Study of Intelligence in Theory and Practice,” Intelligence and National Security, Vol. 19, No. 2, June 2004 .
- Jeff Sallot , “The Hottest Postsecondary Field? Intelligence. Demand Is So High, Universities Simply Cannot Keep Up,” Globe and Mail [Toronto], 1 January 2007; Mark Cardwell, “Intelligence Failure,” University Affairs, Association of Universities and Colleges of Canada, February 2008.
- U.S. Office of the Director of National Intelligence, OCDNI IC Centers of Academic Excellence (Washington, DC, 2005). The main elements of the program were to promote the development of curricula to build the skill sets needed in the intelligence professions, encourage preuniversity outreach in the various geographic regions, fund colloquia with consortium universities to heighten awareness of intelligence issues and careers, and sponsor scholars to travel abroad to obtain international language and cultural proficiency .
- Details of the Institute's publishing program are available at its Website: at: http://www.plazayvaldes.es/libro/inteligencia-y-seguridad-1-revista-de-analisis-y-prospectiva/1224/ .
- Higher Education Funding Council for England, Strategic Plan 2006–2011 (Updated April 2007) accessible at: www.hefce.ac.uk This “Strategic Plan” does not include actual expenditure estimates by nominal priority. Be that as it may, its expenditure commitments to “New Security Challenges” will likely pale in comparison with, say, the grant levels provided by Saudi Arabia and other Muslim authorities to propagate Islamic Studies in British universities, estimated to have totalled some £233.5 million since 1995: Ben Leach, “‘Extremism’ Fear Over Islam Studies Donations,” Sunday Telegraph [London], 13 April 2008 .
- The scholarly literature addressing Intelligence Studies programs in universities is surprisingly sparse; for some international examples see, e.g., Anthony Bergin and Rospal Khosa, “Australian Universities and Terrorism,” Policy Analysis, Australian Strategic Policy Institute, Paper #8 (2007); Michael Goodman, “Studying and Teaching About Intelligence: The Approach in the United Kingdom”; Peter Jackson, “Intelligence and the State: An Emerging ‘French School’ of Intelligence Studies,’ Intelligence & National Security, Vol. 21, No. 6, 2006 .
- On the value of an International Affairs education for intelligence analysis, see Bowman Miller, “Improving All-Source Intelligence Analysis: Elevate Knowledge in the Equation,” International Journal of Intelligence and CounterIntelligence, Vol. 21, No. 2, Summer 2008 .
- One example of the applicability of academic research to improved intelligence analysis and community outreach is represented by the “Trends in Terrorism” project sponsored by Canada's Integrated Threat Assessment Centre and implemented by the Canadian Centre of Intelligence and Security Studies at Carleton University. Research studies produced under the aegis of this project were disseminated across the Canadian Security and Intelligence Community, to government departments and first responders, and others, and are accessible online at http://www.carleton.ca/cciss/research.htm and http://www.itac-ciem.gc.ca/pblctns/tc-prsnts/index-eng.asp .
- Neither did the Australian and New Zealand Standard Research Classification 2008 template include any reference to National Security or Terrorism Studies. Cf. http://www.abs.gov.au/AUSSTATS/[email protected]/Latestproducts/1297.0Main%20Features12008?opendocument&tabname=Summary&prodno=1297.0&issue=2008&num=&view=.
- M. Patricia Marchak , Racism, Sexism and the University ( Montreal and Kingston : McGill-Queens University Press , 1996 ), p. 150 .
- Among the dedicated Intelligence Studies graduate degree programs that were examined were: in Australia, the Graduate School of Management—Macquarie University; in Canada: The Norman Paterson School of International Affairs—Carleton University; in Great Britain: the Brunel Centre for Intelligence and Security Studies—Brunel University, and Department of International Politics—University of Wales, Aberystwyth; in the United States, the School of Foreign Service—Georgetown University, and the Institute for Intelligence Studies—Mercyhurst College .
- Louis Goodman , Kay King and Stephen Szaba , Professional Schools of International Affairs on the Eve of the 21st Century , pp. 13 – 14 .
- Bowman Miller , “Improving All-Source Intelligence Analysis,” pp 346 – 348 , makes particular reference to the value of area studies for intelligence analysis .
- Hannah Edwards , “Unis Meet Demand for Study into 9/11,” Sydney [Australia] Morning Herald , 15 July 2007 .
- Siegfried Beer , “Intelligence Studies: The Case of Austria.”
- Marie Cardwell , “Intelligence Failure” ; Jeff Sallot , “The Hottest Postsecondary Field? Intelligence.”
- Peter Jackson , “Intelligence and the State: An Emerging ‘French School’ of Intelligence Studies”; Olivier Forcade and Sebastien Laurent , Secrets d'État. Pouvoirs et renseignement dans le monde contemporain ( Paris : Armand Colin , 2005 ).
- For a wide-ranging examination of the challenges facing Intelligence Studies in German universities see Wolfgang Krieger, “German Intelligence History: A Field in Search of Scholars,” in Len Scott and Peter Jackson, eds., Understanding Intelligence in the Twenty-first Century .
- Paul Maddrell , Intelligence Studies at UK Universities; Michael Goodman, “Studying and Teaching About Intelligence: The Approach in the United Kingdom.”
- Florina Cristiana (Cris) Matei, “Shaping Intelligence as a Profession in Romania: Reforming Intelligence Education After 1989,” Research Institute for European and American Studies, Research Paper #110, June 2007 .
- See Henry Giroux, “Arming the Academy: Universities in the Shadow of the National Security State,” Academic Matters, Ontario Council of University Faculty Associations, October 2007, pp. 9–12 .
- A Bill (H.R. 4734) calling for a “21st Century National Defense Education Act” was introduced into the United States Congress in 2006. The legislation would have established a comprehensive program to bolster higher education for national security and economic competitiveness, including capacity building and foreign language acquisition. It was endorsed by the American Association of Universities, and supported by the Council of Graduate Schools: A National Defense Education Act for the 21st Century: Renewing our Commitment to U.S. Students, Science, Scholarship, and Security (accessible at: http://www.aau.edu/education/NDEAOP.pdf). It was stillborn .