The larger study of which this research is a part examines the relationship between social scientists and practitioners in the development and dissemination of knowledge through higher education. In this publication the term "cognitive development" is used to refer to the creation and dissemination of knowledge in a field. The concept of the vertical division of labor is examined, especially as it relates to job qualifications and job and life quality. The possibilities for a more equitable distribution of knowledge and responsibility among nonprofessionals are discussed. In a broader view, the role and responsibility of higher education and research in democratization among social classes is addressed. Although economics are an important part of the vertical division of labor now in existence, this structure is found not to be exclusively a capitalist problem. In looking at three models of higher education systems--the traditional elite, the technocratic, and the democratic models--it is concluded that the last of these is the best for increasing accessibility to knowledge. Social science research in higher education is thus felt to have an important role in improving conditions in working life at all levels. (MSE)