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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007)
Committee on Science, Engineering, and Public Policy (COSEPUP)

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. "International Students and Researchers in the United States." Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007.

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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future
  • Germany International students may remain in Germany for 1 year after the end of their studies to seek employment.

  • UK 42 Foreign students at UK universities graduating from specific engineering, physical-sciences and mathematics courses are now permitted to stay in the UK for 1 year after graduation to take up employment.43 The Science and Engineering Graduate Scheme was launched on October 25, 2004, and is now fully operational. This new immigration category allows non-European Economic Area nationals who have graduated from UK higher or further education establishments in certain mathematics, physical-sciences, and engineering subjects with a 2.2 degree or higher to remain in the UK for 12 months after their studies to pursue a career. Only those who have studied approved programs are eligible to apply to remain under the scheme. The scheme was first announced in the UK 2003 budget as an incentive to encourage foreign students to study in these fields in the UK and to be an asset to the workplace after graduation by relieving the shortages of engineering, physical-sciences, and mathematics graduates in the UK. Applicants must

    • Have successfully completed a degree course with second-class honors (2.2) or higher, a master’s course or PhD on the relevant list of Department for Education or skills-approved physical-sciences, mathematics, and engineering courses at a UK institution of higher or further education.

    • Intend to work during the period of leave granted under the scheme.

    • Be able to maintain and accommodate themselves and any dependents without recourse to public funds.

    • Intend to leave the UK at the end of their stay (unless granted leave as a work-permit holder, high-skilled migrant, business person, or innovator).

42

UK Home Office “Working in the UK” Web page. Available at: http://www.workingintheuk.gov.uk/working_in_the_uk/en/homepage/schemes_and_programmes/graduate_students.html.

43

The scheme was highlighted in Sir Gareth Roberts’ review, “The Supply of People with Science, Technology, Engineering and Mathematics Skills” (see http://www.kent.ac.uk/stms/research-gc/roberts-transferable-skills/roberts-recommendations.doc), that the UK was suffering from a shortage of engineering, mathematics, and physical sciences students at university and skilled workers in the labor market. This shortage could do serious damage to the UK’s future economical growth. There is currently a reported shortage in sectors such as research and development and financial services for mathematics, science, and engineering specialists.

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396
Front Matter (R1-R26)
Executive Summary (1-22)
1 A Disturbing Mosaic (23-40)
2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? (41-67)
3 How Is America Doing Now in Science and Technology? (68-106)
4 Method (107-111)
5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? (112-135)
6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? (136-161)
7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? (162-181)
8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? (182-203)
9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? (204-224)
Appendix A Committee and Professional Staff Biographic Information (225-240)
Appendix B Statement of Task and Congressional Correspondence (241-248)
Appendix C Focus-Group Sessions (249-300)
Appendix D Issue Briefs (301-302)
K–12 Science, Mathematics, and Technology Education (303-324)
Attracting the Most Able US Students to Science and Engineering (325-341)
Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics (342-356)
Implications of Changes in the Financing of Public Higher Education (357-376)
International Students and Researchers in the United States (377-396)
Achieving Balance and Adequacy in Federal Science and Technology Funding (397-414)
The Productivity of Scientific and Technological Research (415-422)
Investing in High-Risk and Breakthrough Research (423-431)
Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology (432-443)
Understanding Trends in Science and Technology Critical to US Prosperity (444-454)
Ensuring That the United States Has the Best Environment for Innovation (455-472)
Scientific Communication and Security (473-482)
Science and Technology Issues in National and Homeland Security (483-500)
Appendix E Estimated Recommendation Cost Tables (501-512)
Appendix F K–12 Education Recommendations Supplementary Information (513-516)
Appendix G Bibliography (517-536)
Index (537-564)