International Talent Programs in the Changing Global Environment (2024)
Chapter: Appendix G: Methodology and Data Sources for Commissioned Papers
Appendix G
Methodology and Data Sources for Commissioned Papers
“INTERNATIONAL TALENT FLOWS TO THE UNITED STATES” BY JEREMY NEUFELD AND DIVYANSH KAUSHIK
This paper offers a data-driven examination of international talent flows into the United States, with a specific focus on science, technology, engineering, and mathematics (STEM) talent. The authors show the important role international talent plays in the U.S. research enterprise and in the U.S. skilled workforce and highlight the scale of talent flows through major immigration programs to attract international talent, from student and exchange visitor programs to temporary work visas to permanent residency. Finally, the authors explore headwinds facing international recruitment and retention of foreign-born scientists, engineers, researchers, and other high-skilled individuals driving American technological leadership.
Data Sources for This Work
Student and Exchange Visitor Information System (SEVIS)
Much of this analysis relies on data from SEVIS, the Department of Homeland Security’s (DHS) data system for tracking and monitoring students and exchange visitors in the United States. These data were obtained from the Immigration and Customs Enforcement’s Freedom of Information Act Office, with help from the National Academies of Sciences, Engineering, and Medicine. The dataset encompasses detailed records of F-1 student
visa holders from FY 2004 to FY 2020. Throughout, a student listed in SEVIS was considered as pursuing a STEM degree if their first or second major field of study has a Classification of Instructional Programs, or CIP, code that appears on the most recent DHS STEM list (DHS, 2023b).
National Survey of College Graduates (NSCG)
The Census Bureau, in partnership with the National Center for Science and Engineering Statistics, conducts the NSCG, a rich dataset with information about graduates’ immigration history, field of study, work, and other information (NCSES, 2021a). The authors used the 1993, 2003, 2010, 2013, 2015, 2017, 2019, and 2021 public use files. A graduate is considered as having a STEM degree in the NSCG if their first major in their highest degree is in computer and mathematical sciences, engineering, life sciences, physical and related sciences, or other science and engineering field.
Survey of Earned Doctorates (SED)
Initiated in 1957, the SED annually compiles data on individuals awarded research doctorates from accredited U.S. institutions within a specific academic year (NCSES, 2022). The survey gathers comprehensive details on recipients’ academic background, demographic information, and postgraduation plans. The insights developed from this survey allowed the authors to evaluate and compare doctoral education trends between U.S. citizens and permanent residents versus those on temporary visas.
Survey of Doctorate Recipients (SDR)
Since 1973, the SDR has been collecting comprehensive data on individuals in the United States who have earned a research doctorate in science, engineering, or health fields from a U.S. institution (NCSES, 2021b). This survey allowed the authors to assess educational achievements, career history, and professional trajectories of U.S.-trained doctoral scientists and engineers, both within the United States and internationally. STEM was assigned the same way as for the NSCG.
Organisation for Economic Co-operation and Development (OECD) Education Statistics
The OECD Education Statistics dataset combines a number of international datasets on international students from around the world. The authors used this dataset to compare U.S. international education by degree and STEM field to other countries across the OECD (OECD, 2023c).
United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics
Where OECD data on the STEM share of international students by country was missing, the authors supplemented OECD data with UNESCO data on STEM shares by degree level (UNESCO, n.d.).
United States Department of Homeland Security (DHS)
DHS publishes additional reports that the authors used to supplement the main analysis. H-1B data come from the annual Characteristics of H-1B Specialty Occupation Workers report to Congress (DHS, 2023b). Data on employment-based Green Cards come from the DHS Yearbook of Immigration Statistics (DHS, 2022b). Finally, data on O-1A’s come from a U.S. Citizenship and Immigration Services report on STEM-Related Petition Trends: EB-2 and O-1A Categories FY 2018 - FY 2023 (USCIS, 2023c).
“CHINA’S TALENT PROGRAMS: LESSONS FOR THE U.S.?” BY DAVID ZWEIG
This paper details the history of China’s efforts to attract high-skilled individuals back to the nation through talent recruitment schemes at the federal, provincial, and local levels, with the goal of increasing China’s dominance in science and technology and economic prosperity.
Data sources for this work include the Organisation for Economic Co-operation and Development, the Institute for International Education’s (IIE) Project Atlas global research initiative, the World Bank, and other scholarly articles.
“CHINA’S PATTERNS OF COOPERATION IN SCIENCE AND TECHNOLOGY” BY CAROLINE S. WAGNER
This paper provides a historical perspective on science and technology cooperation and collaboration between the United States and China. Cold War–era science and technology partnerships between China and Russia are discussed, along with when, how, and to what extent Chinese students and scholars have come to study in the United States.
Data sources for this work include the Web of Science (a Clarivate product), the IIE’s OpenDoors information resource, the National Science Board’s Science and Engineering Indicators, and Elsevier’s Scopus database.
“SURVEY OF UNITED STATES ALLIES’ TALENT PROGRAMS” BY TAYLOR A. GROVE
This paper assesses the policies of the United States’ allies aimed at attracting global talent and is intended to provide an overview of the status of talent recruitment programs among the United States’ allies, illustrate how to differentiate and evaluate the myriad approaches, and extrapolate lessons for the United States on how it can improve its own talent attractiveness.
The author relied on open source research, interviews with subject-matter experts in talent policies, and interviews with individuals who have migrated because of talent policies. In addition to country-specific data sources, the author used data from the European Commission, the OECD, the IIE’s Project Atlas global research initiative, and the United Nations Department of Economic and Social Affairs.
“SURVEY OF CURRENT U.S. PROGRAMS TO ATTRACT AND RETAIN TALENT” BY TAMARA SAVAGE
This paper reviews existing programs in the United States to attract, develop, and retain STEM talent and focuses on STEM talent development programs for U.S. citizens, highlights which of these programs are available to foreign nationals, and covers talent programs developed by the federal government, private industry, and philanthropic and nonprofit organizations. The paper also includes information on research fellowships,
professional fellowships, government hiring initiatives, internships, and competitions that aim to develop STEM talent.
Data sources for this work include federal government websites and fellowship lists from Johns Hopkins University, the University of Pennsylvania, and the University of Illinois Urbana-Champaign.
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