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Foreign Science and Engineering Presence in U.S. Institutions and the Labor Force
[Excerpt] The increased presence of foreign students in graduate science and engineering programs and in the scientific workforce has been and continues to be of concern to some in the scientific community. Enrollment of U.S. citizens in graduate science and engineering programs has not kept pace with that of foreign students in those programs. In addition to the number of foreign students in graduate science and engineering programs, a significant number of university faculty in the scientific disciplines are foreign, and foreign doctorates are employed in large numbers by industry.
Few will dispute that U.S. universities and industry have chosen foreign talent to fill many positions. Foreign scientists and engineers serve the needs of industry at the doctorate level and also have been found to serve in major roles at the masters level. However, there are charges that U.S. workers are adversely affected by the entry of foreign scientists and engineers, who reportedly accept lower wages than U.S. citizens would accept in order to enter or remain in the United States.
NSF data reveal that in 2005, the foreign student population earned approximately 34.7% of the doctorate degrees in the sciences and approximately 63.1% of the doctorate degrees in engineering. In 2005, foreign students on temporary resident visas earned 30.8% of the doctorates in the sciences, and 58.6% of the doctorates in engineering. The participation rates in 2004 were 28.5% and 57.3%, respectively. In 2005, permanent resident status students earned 3.8% of the doctorates in the sciences and 4.5% of the doctorates in engineering, slightly above the 2004 levels of 3.7% and 4.2%, respectively.
Many in the scientific community maintain that in order to compete with countries that are rapidly expanding their scientific and technological capabilities, the country needs to bring to the United States those whose skills will benefit society and will enable us to compete in the new-technology based global economy. The academic community is concerned that the more stringent visa requirements for foreign students may have a continued impact on enrollments in colleges and universities. There are those who believe that the underlying problem of foreign students in graduate science and engineering programs is not necessarily that there are too many foreign-born students, but that there are not enough native-born students pursuing scientific and technical disciplines.
Legislation has been introduced in the 110th Congress to attract foreign students in the scientific and technical disciplines. H.R. 1645, the Security Through Regularized Immigration and a Vibrant Economy Act of 2007, would provide, among other things, an expansion of the types of individuals who would no longer be subjected to the annual limits on legal immigrants. Included in this group would be those who (1) hold an advanced degree in science, mathematics, engineering, or technical fields and who have been working in the United States in a related field for three years on a nonimmigrant visa; and (2) been awarded a medical specialty certification based on post-doctoral training and experience in the United States
Cooperation in R&D as a leading indicator of innovative activity growth
Purpose: The article is focused on new trends in cooperation activity in research and development in the manufacturing industries of Russia. Various types of cooperation are considered, special attention is paid to research organizations and universities.
Design/Methodology/Approach: In the context of this issue, it seems necessary to consider the conceptual framework and information basis for the analysis of scientific activity, to study the problems of scientific and technical cooperation, based on the works of foreign and domestic scientists and to develop indicators of cooperative activities.
Finding: Authors proposed to rank the regions of Russia by the level of cooperation activity based on a specially developed hidden indicator. Comparison of the results obtained with regional layers of the costs of R&D suggests that joint research and development activities are typical for those regions that pay considerable attention to development of science. Ranking regions of Russia in terms of cooperative activity allowed identifying the leaders and outsiders of this process.
Practical implications: The results of the study can be used in the development of measures of regional development of the country in the implementation of R&D.
Originality/Value: To study the impact of the resource base on the cooperative activities of the organization, the authors proposed a composite indicator that includes a wide range of indicators that consider various aspects of cooperative activity.This work was supported by a grant of Russian Foundation for Basic Research â18-010-00564 Modern Tendencies and Social and Economic Consequences of Digital Technologies Development in Russia.peer-reviewe
The U.S. Science and Technology Workforce
[Excerpt] In the 21st century, global competition and rapid advances in science and technology will challenge the scientific and technical proficiency of the U.S. workforce. Policymakers often discuss policy actions that could enhance the nationâs science and technology (S&T) workforceâ deemed by some as essential to both meet U.S. workforce demands as well as to generate the new ideas that lead to improved and new industries that create jobs.
The America COMPETES Act (P.L. 110-69) addresses concerns regarding the S&T workforce and STEM education, and the 111th Congress is debating funding for the programs authorized within it. Policymaker discussions tend to focus on three issues: demographic trends and the future S&T talent pool, the current S&T workforce and changing workforce needs, and the influence of foreign S&T students and workers on the U.S. S&T workforce. Many perspectives exist, however, on the supply and demand of scientists and engineers. Some question the fundamental premise that any action is necessary at all regarding U.S. competitiveness. They question whether or not the S&T workforce and STEM education are problems at all.
The first issue of demographic trends and the future S&T talent pool revolves around whether the quality of science, technology, engineering and mathematics (STEM) education received by all Americans at the pre-college level is of sufficient quality that workers are available to satisfy current and future workforce needs. In response, some policymakers propose taking actions to increase the number of Americans interested in the S&T workforce. These policies are motivated by demographic trends that indicate the pool of future workers will be far more diverse than the current STEM workforce. Proposed policies would take actions to enhance the quality of STEM education these Americans receive so they are able to consider S&T careers, and to recruit them into the S&T workforce.
The second issue regarding the current S&T workforce and changing workforce needs tend to focus on whether or not the number of Americans pursuing post-secondary STEM degrees is sufficient to meet future workforce needs compared to students in countries considered to be U.S. competitors. The goal of proposed policies responding to this concern to reinvigorate and retrain Americans currently trained in science and engineering who voluntarily or involuntarily are no longer part of the current STEM workforce.
The third issue focuses on whether or not the presence of foreign S&T students and workers is necessary to meet the nationâs workforce needs and attract the best and brightest to bring their ideas to the United States, or if the presence of such individuals adversely affects the U.S. S&T students and workers. Policy discussions focus on immigration policy, primarily increasing the ability of foreign STEM students currently in U.S. universities to more easily obtain permanent admission, and increasing the number of temporary worker visas available so more talent from abroad can be recruited to the United States.
The challenge facing policymakers when making decisions regarding the S&T workforce is that science, engineering, and economic conditions are constantly changing, both in terms of workforce needs as well as the skills the STEM workforce needs to be marketable relative to demand
Science, Engineering, and Mathematics Education: Status and Issues
[Excerpt] An important aspect of U.S. efforts to maintain and improve economic competitiveness is the existence of a capable scientific and technological workforce. A major concern of the 110th Congress may be regarding the future ability of the U.S. science and engineering base to generate the technological advances needed to maintain economic growth. Discussions have centered on the quality of science and mathematics education and training and on the scientific knowledge of those students entering other disciplines. Even students pursuing nonscientific and nonmathematical specialities are likely to require basic knowledge of scientific and technological applications for effective participation in the workforce. Charges are being made that many students complete high school scientifically and technologically illiterate
The development of computer science research in the People's Republic of China 2000-2009: A bibliometric study
This paper reports a bibliometric study of the development of computer science research in the People's Republic of China in the 21st century, using data from the Web of Science, Journal Citation Reports and CORE databases. Focusing on the areas of data mining, operating systems and web design, it is shown that whilst the productivity of Chinese research has risen dramatically over the period under review, its impact is still low when compared with established scientific nations such as the USA, the UK and Japan. The publication and citation data for China are compared with corresponding data for the other three BRIC nations (Brazil, Russian and India). It is shown that China dominates the BRIC nations in terms of both publications and citations, but that Indian publications often have a greater individual impact. © The Author(s) 2012
Innovativeness of Poland's Economy - Conditions and Prospects for Development
The structure of the article is as follows: the introduction is followed by an assessment of the level of innovativeness of Poland's economy, explanation of the reasons of poor innovativeness, and then the conditions for innovation in Poland are outlined with particular emphasis on strategic aspects and the final part presents synthetic conclusions derived from the analysis.Struktura artykuĆu przedstawia siÄ nastÄpujÄ
co: po wprowadzeniu dokonano oceny poziomu innowacyjnoĆci polskiej gospodarki, nastÄpnie zarysowano warunki rozwoju innowacyjnoĆci w Polsce ze szczegĂłlnym uwzglÄdnieniem aspektĂłw strategicznych, a w zakoĆczeniu zawarto syntetyczne wnioski pĆynÄ
ce przeprowadzonej analizy
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