Barney G. Glaser, Ph.D., Hon. Ph.D. Abstract This paper explores the basis of work integration between the scientist and his supervisor in an organization devoted to basic research. 2 The analysis uses a three-dimensional model of role integration: 1) mutual attractiveness, why they get together; 2) reciprocity; and 3) autonomy, how they stabilize working together. The recognized competence in research of both parties is shown to be a source of mutual attraction, reciprocity in work and maintenance of autonomy. Introduction Shepard (1956) has noted that the “objective evidence” on the scientist-supervisor relationship is “meager.” He suggests three sources of resistance by research laboratories to its study: (1) “The traditions of science organization prescribe formal, impersonal relations but give little direct guidance for close collaborative relations.” (2) “A relatively low value is placed on collaboration in much scientific education: the student is taught to do independent work.” (3) “Personal and group relations are regarded as peripheral considerations in research, so that it is something of an imposition, if not an indignity, to have to be concerned with them.” In sum, “there is no room for the concept of supervision in the traditions of science organization. So little importance is attributed to personal and social matters as factors in scientific work that they are relegated to the category of ethics” (Shepard, 1956). To be sure, this notion was made in 1956; however, while there has been some subsequent research there is still meager objective detailed evidence on this strategic relationship, as a brief study of the comprehensive footnotes of two recent books on scientists will establish. (Kornhauser, 1962; Marcson, 1960). In contrast, the supervisor’s relationship to his subordinates has been the object of much study in other types of organizations. In a recent consolidation of findings on the role of the supervisor in formal organizations, supervision of scientists is not mentioned, indicating again the meager evidence to date (Blau & Scott, 1962). One reason this relationship has been of much interest for research in other organizations is that the supervisor is potentially a “controllable variable.” He can be taught appropriate styles of supervision. This may be another latent reason for resistance to its close study in research, since it conflicts with the value of autonomy in the institution of science. Beyond adding to the evidence on the scientist-supervisor relationship, my intent in this paper is to present a generalized model of the work integration between the scientist and his supervisor. It is my hope that this model will help guide further research and thought on the scientist-supervisor relationship as well as help consolidate what diverse evidence already exists. Just as supervisors of scientists, because of their powers of evaluation, facilities procurement, protection, support, and sponsorship, are very important to their subordinates’ research and careers, scientists, in their research as well as their successes, are important to their supervisors’ research and careers.3 At the core of this interdependence is the work that scientists and supervisors do, both for themselves and for one another. In attempting to formulate a basis of work integration between the scientist and his supervisor, this analysis employs a three-dimensional model: (1) mutual attractiveness, (2) reciprocity in work, and (3) maintenance of autonomy. According to this model, mutual attractiveness accounts for the initial establishment of a work relationship; reciprocity and autonomy explain how that relationship is stabilized to persist for a sufficient time. I shall attempt to show that socially recognized competence in research, particularly for the subordinate, is a...