Demography, Migration and Demand for International Students

The following sections are included: DEMOGRAPHIC SHIFT AND THE LOOMING ‘WAR FOR SKILLS’ THE ATTRACTION OF INTERNATIONAL STUDENTS AS SKILLED MIGRANTS GROWING GLOBAL COMPETITION FOR INTERNATIONAL STUDENTS TWO INTERNATIONAL STUDENT MIGRATION CASE STUDIES Foreign Doctoral Students in the US Australia INTERNATIONAL STUDENT MIGRATION: SELECT POLICY CHALLENGES REFERENCE

Mapping the complexity of higher education in the developing world

This repository item contains a single issue of Issues in Brief, a series of policy briefs that began publishing in 2008 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.On October 27 and 28, 2009, a workshop of experts on higher education in developing countries was convened by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future. The meeting was supported by a grant from the National Academies Keck Futures Initiative with additional support from the Pardee Center and the Office of the Boston University Provost. The meeting brought together experts in economics, public policy, education, development, university management, and quantitative modeling who had rich experiences across the developing world. These experts offered a variety of conceptual tools with which to look at the particular complexities associated with higher education in developing countries. The meeting was convened by the authors of this paper. This policy brief builds upon and reflects on the discussion at this meeting, but is not a meeting report, per se

Organising for Effective Academic Entrepreneurship

The contribution has three parts. In the first part the concept of academic entrepreneurship is explained, defined and put into the context of the entrepreneurial university. In the second part four cases are described: - (1) The Nikos case at the University of Twente: In Nikos teaching, research and spin-off activities are combined into one research institute. - (2) The NICENT case at the University of Ulster: NICENT is set up under the Science and Enterprise Centre activities in the UK. It focuses on education and training of students (undergraduates, graduates and post-graduates) and the stimulation of academic entrepreneurship in the academic constituency. - (3) The S-CIO case at Saxion Universities for Applied Sciences: In 2004 Saxion set up this Centre to have a one-stop shop for all entrepreneurial activities at the University. - (4) The Chair in Technological Entrepreneurship at Tshwane University: The focus of the Chair is on education of (under)graduate students in (technological) entrepreneurship and on the stimulation of entrepreneurship in the wider community. Each case has its own specific angle on academic entrepreneurship and in the thrid part the four cases are compared and analysed according to the model presented in the first part. Finally, some conclusions are formulated regarding the organisation of effective academic entrepreneurship

Entrepreneurial Impact: The Role of MIT

Presents an analysis of firms founded by Massachusetts Institute of Technology (MIT) alumni -- revenues, employees, spending on marketing and research and development, and type of firm -- by state to quantify MIT's entrepreneurial impact

For me or not for me? - that is the question : a study of mature students' decision making and higher education

The views expressed in this report are the authors ' and do not necessarily reflect those of the Department for Education an

Matched, Somewhat-Matched or Mismatched? Predictors of Degree-Job Match among STEM Graduates

The current third-generation globalization caused structural, organizational and functional changes in the STEM workforce along with changes in human capital flow. The new globalization shift produced new world order causing the STEM workforce to adopt new frameworks, new skills, and new policy approaches to maintain economic strength and achieve growth and prosperity. Available data indicate that the U.S. secondary and postsecondary education system prepares and produce more than an adequate number of STEM graduates. The perceived crisis in the number of U.S. STEM graduates was not confirmed by any data or policy report. Thus, attention should not be caught simply by the quantity of graduates, but rather on the quality and level of competitiveness. The federal government, along with private organizations, allocates substantial fiscal aid and resources to the STEM education system. However, concerns over the quality and competence of STEM graduates, and the U.S. position in the global market continue to grow as STEM graduates increasingly work in non-STEM occupations (degree-job mismatch). Degree-job match in this study refers to the match between degree field, or degree knowledge and skills, to the job. The impact of mismatching degree, or degree knowledge and skills, to jobs, is substantial resulting in lower wages, low job satisfaction and productivity, loss of unused skills, higher turnover, feelings of loss in educational return on investments, loss of return on human capital investment, and an inadequate labor force for workforce\u27 expansion and growth. The current research in the area focused substantially on the consequences of the mismatch with little to no attention to the causes of the mismatch. Using a sample of 1864 participants taken from the National Center for Education Statistics (NCES): the Education Longitudinal Study of 2002 (ELS: 2002), this study looked at predictors to degree-job match among recent bachelor degree STEM graduates. The study used the Social Cognitive Career Theory (SCCT) as a foundation for its Degree-Job Match Model. Results show that cognitive abilities and career-related experiences during college are by far the most influential predictors of the match between degree and job. The adequacy of the degree-job match was found as well to be influenced by discriminatory factors; race and socioeconomic status. This study also documented that mismatched workers suffer from nearly 33% wage penalty as compared to their adequately matched peers. This study contributes substantially to the existing line of literature concerned about career choice and college major choice

Big Frog in a Small Pond: Undermatching Status, College major, and Their Influence on Early Career Earnings

Traditionally, colleges and universities have been expected to promote social mobility (Haveman & Smeeding, 2006). It has been widely recognized that higher education is one of the best investments an individual can make. Greater focus now has been placed upon where individuals actually went to college, instead of simply whether one went to college or not. The relationship between college selectivity and earnings has been demonstrated by the fact that higher selectivity is generally associated with higher earnings (Hoekstra, 2009; Beyond, Brewer, Eide , & Ehrenberg,1999). In addition to the fact that earnings are associated with college selectivity, the major field of study students choose is also influential. As a factor that has long been recognized, college major exerts great influence on college graduates‘ labor market outcomes (Rumberger &Thomas, 1993; Thomas 2003). However, there lacks empirical studies that explores the influence of postsecondary undermatching on students‘ labor market outcomes, and especially the different influence of undermatching in different academic field (STEM and non-STEM). Therefore it is essential to understand the role college major plays when studying the effect of undermatching on students‘ labor market outcomes.Therefore, this study examines who, how and what of the relationship between undermatching and choosing a STEM major. The design of this study was guided by two sets of conceptual framework, including the college decision framework adapted from Perna (2006) and Iloh (2018), and human capital theory (Becker, 1975; Mincer, 1957). Guided by these two frameworks, the study conducted several multilevel analyses (HGLM, HLM), utilizing data from three sources, including the Educational Longitudinal Study of 2002 (ELS 2002), American Community Survey (ACS 2005), and Integrated Postsecondary Data System (IPEDS).Findings reveal that the influence of undermatching on students‘ early career earnings does differ by academic major: for students choosing a non-STEM major, attending a less selective institution probably is not a good idea; however for students that chose a STEM major, sometimes being a ―big frog in small pond‖ might actually be beneficial economically. Still, considering the prevalent undermatching rate and low STEM rate, especially among underrepresented minority and low-income students, K-12 education and higher education stakeholders should make concerted effort to ensure that students attend higher education institutions that best fit them, and that higher education institutions provide sufficient resources for them to succeed. The study then concludes with recommendations for K-12 and higher education policy and practice