Monday, August 17, 2009
[IWS] CRS: THE U.S. SCIENCE & TECHNOLOGY WORKFORCE [30 June 2009]
IWS Documented News Service
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
Congressional Research Service (CRS)
The U.S. Science and Technology Workforce
Deborah D. Stine, Specialist in Science and Technology Policy
Christine M. Matthews, Specialist in Science and Technology Policy
June 30, 2009
http://opencrs.com/getfile.php?rid=82269
[full-text, 16 pages]
Summary
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 nation's science and technology (S&T) workforce—
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 nation's 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.
Contents
Background ...............................................................................................................................1
Status of the U.S. Science and Technology (S&T) Workforce ......................................................3
What are the Historical Trends in the U.S. S&T Workforce?..................................................3
What is the Status of the Current S&T Workforce? ................................................................6
What Is the Projected Future S&T Workforce? ......................................................................8
Issues and Options for Congress................................................................................................10
Demographic Trends and the Future S&T Talent Pool .........................................................10
Current S&T Workforce and Changing Workforce Needs .................................................... 11
Influence of Foreign S&T Students and Workers .................................................................12
Figures
Figure 1. Science and Technology Employment: 1950-2000........................................................5
Figure 2. Average Annual Growth Rate of S&E Occupations Versus All Workers: 1960- 2000 ........6
Figure 3. Annual Average Growth Rate of Degree Production and Occupational Employment, by Science & Engineering (S&E) Field: 1980-2000.........6
Figure 4. S&E Doctoral Degrees, by Sex, Race/Ethnicity, and Citizenship: 1985-2005 ...............9
Tables
Table 1. Employment and Unemployment Data, Select Occupations, 2007-2009.........................7
Contacts
Author Contact Information ......................................................................................................13
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
Congressional Research Service (CRS)
The U.S. Science and Technology Workforce
Deborah D. Stine, Specialist in Science and Technology Policy
Christine M. Matthews, Specialist in Science and Technology Policy
June 30, 2009
http://opencrs.com/getfile.php?rid=82269
[full-text, 16 pages]
Summary
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 nation's science and technology (S&T) workforce—
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 nation's 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.
Contents
Background ...............................................................................................................................1
Status of the U.S. Science and Technology (S&T) Workforce ......................................................3
What are the Historical Trends in the U.S. S&T Workforce?..................................................3
What is the Status of the Current S&T Workforce? ................................................................6
What Is the Projected Future S&T Workforce? ......................................................................8
Issues and Options for Congress................................................................................................10
Demographic Trends and the Future S&T Talent Pool .........................................................10
Current S&T Workforce and Changing Workforce Needs .................................................... 11
Influence of Foreign S&T Students and Workers .................................................................12
Figures
Figure 1. Science and Technology Employment: 1950-2000........................................................5
Figure 2. Average Annual Growth Rate of S&E Occupations Versus All Workers: 1960- 2000 ........6
Figure 3. Annual Average Growth Rate of Degree Production and Occupational Employment, by Science & Engineering (S&E) Field: 1980-2000.........6
Figure 4. S&E Doctoral Degrees, by Sex, Race/Ethnicity, and Citizenship: 1985-2005 ...............9
Tables
Table 1. Employment and Unemployment Data, Select Occupations, 2007-2009.........................7
Contacts
Author Contact Information ......................................................................................................13
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
****************************************
Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 255-2703
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
****************************************
# posted by SBasefsky : 6:32 AM
