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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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. "3 How Is America Doing Now in Science and Technology?." 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
  • The United Kingdom’s points-based Highly Skilled Migrant Programme, which began in the mid-1990s, has increased the number of work permits issued to skilled workers.

  • The Irish government permits relatively easy immigration of skilled workers in information technology and biotechnology through intra-company transfers from non-Irish to Irish locations.

  • Several EU countries and the EU itself have programs that facilitate networking among students and researchers working abroad, providing contact information, collaborative possibilities, and funding and job opportunities in the EU. The German Academic Exchange Service has launched GAIN (German Academic International Network); the Italian Ministry of Foreign Affairs has launched DAVINCI, an Internet database that tracks the work of Italian researchers overseas; and the EU has its Researcher’s Mobility Portal.

  • Nigeria and other oil-producing nations use petroleum profits to support the overseas education of thousands of students.

In addition to sending students abroad for training, emerging economic powers, notably India and China, have lured their skilled scientists and engineers to return home by coupling education-abroad programs with strategic investments in the science and engineering infrastructure—in essence sending students away to gain skills and providing jobs to draw them back.32

The global competition for talent was already under way when the events of September 11, 2001, disrupted US travel and immigration plans of many international graduate students, postdoctoral researchers, and visiting scholars. The intervening years have seen security-related changes in federal visa and immigration policy that, although intended to restrict the illegal movements of only a few, have had a wider effect on many foreign-born graduate students and postdoctoral scholars who either were already in the United States or were contemplating studying here. Many potential visitors who in the past might have found the United States welcoming them for scientific meetings and sabbaticals now look elsewhere or stay home.33 Much of this is to our detriment: Hosting international meetings and visiting researchers is essential to staying at the forefront of international science.

The flow of graduate students and postdoctoral researchers is unlikely to be curtailed permanently, at least as long as the world sees the United

32

R. A. Mashelkar. “India’s R&D: Reaching for the Top.” Science 307(2005):1415-1417; L. Auriol. “Why Do We Need Indicators on Careers of Doctorate Holders?” Workshop on User Needs for Indicators on Careers of Doctorate Holders. OECD: Paris, September 27, 2004. Available at: http://www.olis.oecd.org/olis/2004doc.nsf.

33

The National Academies. Policy Implications of International Graduate Students and Postdoctoral Scholars. Washington, DC: The National Academies Press, 2005. P. 61.

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82
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)