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Associate Professor Kathleen Vogel Publishes Multiple Papers on Intelligence and Academic Engagement

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University of Maryland School of Public Policy Associate Professor Kathleen Vogel has recently published several papers focused on intelligence-academia engagement.

Vogel served as lead author on the paper “The Importance of Organizational Innovation and Adaptation in Building Academic-Industry-Intelligence Collaboration: Observations from the Laboratory for Analytic Sciences,” which was published in the International Journal of Intelligence, Security and Public Affairs. In the paper, Vogel and her co-authors describe the findings from a study on government and industry teamwork at a National Security Agency-funded research center. The study found that there are a variety of factors that are key to fostering effective collaboration to conduct research for the intelligence community.

In her paper “Big Data, Intelligence, and Analyst Privacy: Investigating Information Dissemination at an NSA-Funded Research Lab,” Vogel and her co-author discuss privacy challenges at the Laboratory for Analytic Sciences (LAS), analyze privacy principles, look at what intelligence analysts think about the privacy concerns and recommend best practices for the LAS and future laboratories.

Vogel’s third paper, “Bringing the National Security Agency into the Classroom: Ethical Reflections on Academia-Intelligence Agency Partnerships,” takes a look at the rise of academia-intelligence agency collaborations and a specific classroom encounter that occurred between a professor, students and intelligence practitioners at North Carolina State University. The authors explore how academia-intelligence agency collaboration in the classroom can be conducted in a way that benefits all parties and minimizes disruptions and negative consequences.

Vogel also co-authored a paper for Science, Technology and Human Values, titled, “Tacit Knowledge, Secrecy, and Intelligence Assessments.” She and her co-author explore the notion of intelligence outreach and the role science and technology studies (STS) scholars can play. The paper specifically reflects on two STS scholars who attempted to intervene into intelligence and the lessons learned from that experience.

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