Post on 18-Nov-2014
description
Foreign Worker1
Foreign Student-to-Worker
Experience
Clark Bonilla, DirectorAlumni and Career Services
School of Public Policy
1st Annual Public Policy Career Week
Foreign Worker2
Learning Objectives
Identify broad labor market issues affecting hiring of
foreign workers.
Recognize the differences between foreign work and
international student experiences.
Identify the advantages of the international student-
to-worker experience.
Identify the challenges to adapting to the workplace.
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Goal
To aid the international student in deciding
whether or not to pursue employment in the
US, identifying how to compete effectively
within the labor market, and adapting
successfully to future workplaces.
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1. Career Decision Making Model
Rational and Market-Based
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PP Career Advisement:Market-Based Model
Job Market
PersonalPreferences
Education
Optimal CareerOptions
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Career as Occupational Pathway
Barley (1989): “a structural
property of an occupation
or an organization.”
(Greenhaus & Callanan, 1994, p. 4),
i.e., a sequence of positions
held within an occupation.
Policy Research Assistant
Policy Analyst
Policy Survey Lab Manager
Policy Research Manager
Policy Director
State Policy Director
State Policy Adviser
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Career as Work Patterns over Life
Greenhaus & Callanan (1994): “the pattern of work-
related experiences that span the course of a person’s
life.” (p. 5)
– Objective: positions, duties, decisions
– Subjective: work aspirations, expectations, values
– Career Decision: reasons for position selection, changes in
type or level of occupation (lateral or vertical movement)
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“Career Pathways” Defined
The various career choices realistically open to an
individual with a given education, skill sets, experience,
interests, and values, that open up alternative career
paths, i.e., inter-occupational mobility, intra-occupational
mobility (vertical to management, or horizontal to non-
management positions). These pathways expand or
contract over time as the individual has effectively
managed her career, contingent also, in part, on whether
she prefers to be a generalist or a specialist.
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Career Anchors
Managerial Competence
Technical Functional Competence
Security
Creativity
Autonomy/Independence
– (Schein, 1977; Keen, 1977)
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“Boundaryless-Careers” View
“in an increasingly dynamic and chaotic
organizational world, career paths are nowadays
evolving ‘backwards’’ … from logical design and
efficient manufacture, to creative invention and
individual trailblazing.” (Peiperl, Arthur, Anand, 2002: 27;
Peiperl & Baruch, 1997)
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What Boundaries are Less?
Through innovation, create a
new occupation
Move between public, private
and nonprofit sectors
Intra-firm occupational mobility
Inter-firm occupational mobility
Enter/exit/re-enter labor
market
Dual career professionals
Professional-to-Management
Management-to-Professional
Telecommuting (work from
home)
Contractual employment
Seasonal employment
Post-65 employment
Mid-Career return to school
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Success Criteria in BC View
Adaptation
Career Self-Determination
Career Learning
Improvisation
Spontaneity
Self-Directed Thematic Development
Self-Customizing Career Construction– (P,A&A, 2002: 28-31)
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Chetkovich, Carol. (2003) “What’s in a sector? The shifting
career plans of public policy students.” Public Administration
Review, 63, 6; 660-674.
Ambivalence: “Most policy students do not enter their programs planning for private-sector careers, but neither do they have a strong orientation toward the public sector.”
Uncertainty: “many are uncertain at entry [into studies], and plans fluctuate over the two years of graduate training.”
Mobility: “students will move between sectors, or at least should be prepared to do so.”
Rewards: some students seek private sector careers for better financial security, professional development, intellectual challenge, advancement, etc.
Significance: students oriented toward public sector have higher need to “make a difference”
Survey of PP Graduate Students
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Career Management (CM)
CM is “a process by which individuals develop,
implement, and monitor career goals and
strategies.” (Greenhaus & Callanan, 1994: 5)
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Steps in Career Management
1. Conduct self-assessment (GT Career Services).
2. Understand labor market opportunities.
3. Select sector(s), occupation(s), and work culture(s).
4. Set career objectives and milestones.
5. Identify knowledge, skills, recognition, and experience
necessary for each objective.
6. Identify timeframe and resources for each milestone.
7. Appraise progress periodically.
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What is Your Career Goal?
“A career goal is a desired career-related
outcome that a person intends to attain.”
(G&C, 1994: 24)
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Types of Goals
Conceptual Goal: identifies work experiences
to pursue in the short-term and long-term.
Operational Goal: identifies specific positions
or jobs to secure in the short-term and long-
term.
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Sample Career Goal
Career Goal Matrix
Short-Term
Goals
Long-Term
Goals
ConceptualTo gain experience in incentive pricing for new green technologies for homes.
To master incentive pricing across all clean/green technologies for homes and businesses.
OperationalEnter as Energy Policy Analyst for Power Utility Company.
Advance to Energy Policy Director within 10 years for regional Power Utility Company.
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Exercise 1: Write Career Goal
Career Goal Matrix
Short-Term
Goals
Long-Term
Goals
Conceptual
Operational
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2. The Labor Market
Opportunities and
Obstacles
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2.1 Country Origins of International Students in US
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Earned US Doctoral Degrees in S&E by Citizenship (1985-2005)
Total US Doctoral Degrees Earned by Foreign-Born Students: 189,346
China: 41,677 (22%) Taiwan: 19,187 (10%) India: 18,712 (10%) Korea: 18,872 (10%) EU-15: 16,343 ( 9%)
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Asian Graduates with US Social Sciences PhD (1987-2007)
Total Asia: 15,921
China: 2,609
India: 1,740
South Korea: 3,832
Taiwan: 1,620Source: National Science Foundation, Div. of Science Resources Statistics, Survey of Earned Doctorates, special tabulations (2009)
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Foreign-Born S&E Workers in US
Median S&E Salaries for US Citizens and Foreign-
Born Workers Reached Parity in 2005
Total Foreign-Born S&E with BS in US Workforce:
2.28 million in 2005.
Total Foreign-Born S&E with PhD in US Workforce:
246,000 in 2005.
(Source: Galama & Hosek, 2008)
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Work Visas to High-Skilled Workers
More issued than used
20,000 H-1B Visas for International Students studying
MS/PhD annually (2010)
Over 2/3 of H-1B Visas issued for S&E occupations
(85,000 annually, as of 2010)
5-Year PhD Stay Rate Declined 3% (2000-07)
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Foreign-Born S&E Workers in US
Trend in Foreign-Born Share of S&E Employment in US
1990 2000 2004 Bachelor's 11% 17% 17% Masters 19% 29% 32% All PhD 24% 38% 37% PhDs <45 27% 52% --- Post-Doc 49% 57% ---
Sources: 1990 and 2000 bachelor's, masters, PhD and PhDs less than 45 years of age, tabulated from Census of Population, IPUMS data; Post-Docs from NSF. 2004 figures tabulated from U.S. Bureau of Census, Current Population Survey, MORG Files. Post-Doc, NSF, http:/ /w .nsf.gov/sbe/srs/seifld04/C2/fig02265 where the figures refer to temporary residents rather than to foreign born.
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2.2 The Labor Market for Social Sciences
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Foreign Share of US Earned S&E Degrees (2002): Social Sciences
Doctoral Degrees: ca. 19%
Master’s Degrees: ca. 11%
Bachelor’s Degrees: ca. 3%
Associate’s Degrees: ca. 2%
Source: National Science Board (2006a; Tables 2-25, 2-27, 2-29, and 2-31)
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Social Science-Degreed Employment (US, 2006)
Total S&E Occupations: 5,023,635 100%
Social Sciences: 651,519 13%
Source: National Science Foundation, Division of Science Resources
Statistics, Scientists and Engineers Statistical Data System (SESTAT)
(2006), http://sestat.nsf.gov
(Source: NSB, SEI, 2010)
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Bad News for Social Sciences
Social Science-Degree Workers Least Likely to Work in
S&E Occupations, 2007
Social Sciences PhD: Most Likely of S&E Workers to
be Self-Employed (19%, 2007)
Social Sciences-Degreed Workers have Highest
Average Unemployment Rate of S&E degrees (5.1%,
2007)
(Source: NSB, SEI, 2010)
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Social Sciences Graduates:Obstacles Entering Job Market
Social Sciences PhD Graduates Among Highest Debt
Level for S&E Occupations, 2007
Social Sciences PhD Graduates Among Longest to
Graduate within S&E PhD Doctoral Programs, FY1992-
93 to FY2003-04
BS Social Sciences Graduates: Most Likely to Work
Out of Field at Graduation (15.7%) Among S&E
Graduates
(Source: NSB, SEI, 2010)
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Social Sciences Graduates, 2006*
Unemployment Rate %
Bachelor’s 5.1
Master’s 4.6
Doctorate 1.9
Involuntary Out-of-Field Employment Rate %
Bachelor’s 15.7
Master’s 9.5
Doctorate 4.0
(Source: NSB, SEI, 2010)
National Science Foundation, Division of Science Resources Statistics, Scientists and Engineers Statistical Data System (SESTAT) (2006), http://sestat.nsf.gov.
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Social Sciences Graduates, 2006*
Highest Degree Average Salary
Bachelor’s $43,300
Master’s $67,300
Doctorate $75,000
National Science Foundation, Division of Science Resources Statistics, Scientists and Engineers Statistical Data System (SESTAT) (2006), http://sestat.nsf.gov.
(Source: NSB, SEI, 2010)
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New H-1B Visa Workers in Social Sciences Occupations, 2006*
(Source: NSB, SEI, 2010)
Highest Degree Average Salary
All Degrees $60,900
Bachelor’s $54,100
Master’s $64,000
Doctorate $77,600
Source: Dept. of Homeland Security, U.S. Citizenship and Immigration Services, special tabulations
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Social Sciences PhD:Median Annual Salaries, 1-5 yrs
Sector, 2006 Salary
All Sectors $53,000
Private $65,000
Tenure Track $52,000
Postdoctoral Appointment $39,000
Other Education $50,000
Nonprofit/Government $62,000
(Source: NSB, SEI, 2010)
National Science Foundation, Division of Science Resources Statistics, Survey of Doctorate Recipients (2006), Scientists and Engineers Statistical Data System (SESTAT), http://sestat.nsf.gov.
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PhD Social Sciences Graduates:Obstacles Entering Job Market
Workers with Social Sciences PhD Least Likely Involved in R&D
Among S&E PhD Holders, 2010
Increased Likelihood of Postdoc (2002: 18%; 2005: 30%)
Social Sciences Postdocs Least Likely to Have Medical Benefits
1-5 Yrs Since Graduation, 2006 Salaries:
– 25th Percentile: $40,000
– 50th Percentile: $51,300
– 75th Percentile: $65,000
(Source: NSB, SEI, 2010)
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PhD Social Sciences Graduates:Good News Entering Job Market
2006: PhD Pol Sci in Tenure Track, 1-3 yrs after
Graduation: 45%; 4-6 yrs, 51.3%
2006: PhD Sociology/Anthropology in Tenure Track,
1-3 yrs after Graduation: 62.1%; 4-6 yrs, 65%
Highest Rates of Tenure Track among S&E
Disciplines
Smallest Pay Gap (25%) between Postdoc and
Tenure Track Positions among S&E Fields, 2006
(Source: NSB, SEI, 2010)
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Social Science Occupations and Wages (2007)
Mean Engineering Wages: $81,050
Mean Social Sciences Wages: $66,370
Mean Technology Wages: $53,165
2004-07: Social Sciences Occupations had Lowest
(3.1%) Average Annual Growth Rate.
(Source: NSB, SEI, 2010)
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Foreign-Born Social Science Workers % of Total US Workforce, 2003
Sociology/Anthropology Degrees %
All Degrees 7.2
Bachelor’s 6.7
Master’s 10.2
Doctorate 13.6
(Source: NSB, SEI, 2010)
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Foreign-Born Social Science Workers % of Total US Workforce, 2003
Other Social Sciences Degrees %
All Degrees 13.0
Bachelor’s 10.6
Master’s 18.2
Doctorate 31.3
(Source: NSB, SEI, 2010)
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Foreign-Born Social Science Workers % of Total US Workforce, 2003
Political Science Degrees %
All Degrees 11.0
Bachelor’s 9.5
Master’s 17.1
Doctorate 24.2
(Source: NSB, SEI, 2010)
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2.3 Foreign Worker Trends, Myths and Misconceptions
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Why Chinese Scientists Return to China
China’s Rapid Economic Development: 58%
Good Government Policy 47%
Good Opportunity to Develop New Technology in
China 42%
Hard to Find Good Opportunities Overseas 32%
Glass Ceiling Overseas for Chinese 31%
Political Stability in China 19%
(Source: Zweig, 2006)
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Policies to Reverse Brain Drain
China (government)
Singapore (government)
South Korea (government)
Hong Kong (private sector only)
(Source: Zweig, 2006; Gwynne and Flannery, 1992)
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Common Myths
US government will not hire foreign-born workers or students.
US firms will not pay a living wage to foreign-born workers or students. (Rand, NDRI, 2008)
US firms do not value overseas experience and education of foreign-born workers or students.
US firms will not support a foreign-born workers need for language training.
US firms do not believe foreign-born workers or students will fit into their organizational cultures.
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Some Employer Concerns and Misconceptions
Lack of English Proficiency
Weak Interpersonal Skills
Weak Communications Skills
Lack of Leadership Aptitude
Delay in Adapting to Organizational Culture
Social Isolation
Lack of Assertiveness
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3. Foreign Worker v. International Student Experiences
Emphasize the
Advantages!
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Advantages of International Student Experiences
Employer’s Criteria in Evaluating Job Candidates
Foreign
Worker
International
Student
Language Skills Low Very High
Cultural Adaptation Unknown/Low Known/Very High
Quality of Education Unknown/Inferior Known/Superior
Employee’s Expectations Unknown/Unrealistic More Realistic
Relocation Costs High Low
Visa Costs High Deferred by OPT
R&D Contacts Low Modest-to-High
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Advantages of International Public Policy Student Experiences
Employer’s Criteria in Evaluating Job Candidates
Foreign
Worker
International
Student
Knowledge of Federal Laws Unknown/Low High
Analysis of US Organizations Unknown-to-Low High
Knowledge of US Economy Unknown-to-Modest Modest-to-High
Knowledge of US Government Unknown-to-Low High
Knowledge of US Policies Unknown-to-Modest High
Technical/Quantitative Skills Unknown-to-High High/Proven
Recommendations Foreign US
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Advantages of Overseas Educational Experiences
Bilingual/Multilingual Proficiency Understanding of Foreign Cultures Achievements in Multiple Cultures First-Hand View of Globalization Overseas Professional and Research Contacts Understanding of Foreign Business Practices Technical/Quantitative Undergraduate Degrees Represent “best and brightest” of Country of Origin Capable of Framing/Solving Problems Outside of US Culture
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4. To Stay or Return?
Not the Same Old Dilemma
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Your Options
Return Immediately after Graduation
Work One Year, Then Return
Work Till End of H-1B Visa, Then Return
Stay Permanently
Stay Permanently But Periodically Work Abroad
Stay Years Until You Can Return at Highest Level
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Linking Work and Home Country
Represent US Firm in Your Home Country Represent Your Home Country Firm in US Serve as Visiting Professor in Your Home Country Serve as Visiting Professor in US Become Consultant or Independent Contractor Engage in International Research Collaborations Help US University Recruit from Your Home Country Help US Firm Recruit from Your Home Country
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Variables in Career Decisions
Age
US and Home Country Economy
Career and Personal Life-Cycles
Potentiality of Academic/Work Relationships
Personal Satisfaction/Quality of Life
Easier to Stay Than Return
Risk Aversion
Occupational Options and Offers
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5. Adapting to US Workplaces
Institutions
Policies
Organizational Cultures
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5.1 What the International Student Can Do Now to Prepare
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Work-Related Recommendations forInternational Students, 1
Study regularly with English-speaking students.
Study US laws, organizations, policies and cultures.
Develop advanced quantitative and computer skills.
Serve as TA, not just GRA (if seeking faculty career).
Utilize advantages of overseas education and experience.
Join academic associations (APPAM, ASA).
Present papers at academic conferences and network.
Emphasize your interdisciplinary skills and knowledge.
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Obtain off-campus summer employment (OPT).
Seek public speaking opportunities.
Demonstrate leadership skills and aptitude. Establish friendships with US residents. Secure a US-based mentor. Build relationships for US-based references.
Participate in team-based projects.
Participate in professional associations.
Attend industry association conferences or trade shows.
Work-Related Recommendations forInternational Students, 2
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5.2 What the Foreign Worker Can Do On the Job
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Learn organizational policies & procedures.
Recognize how practice acceptably deviates from
organizational policies & procedures.
Learn when to email, call, and talk face-to-face.
Build a positive relationship with your supervisor.
Volunteer for special projects or tasks.
Regularly praise and thank others.
Socialize with colleagues inside and outside of work.
Recommendations forForeign Workers, 1
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Recommendations forForeign Workers, 2
Maintain professional awareness of events and advances in
home country.
Build professional relationships within home country.
Maintain academic relationships from home country.
Analyze how your home country knowledge might benefit your
work organization.
Publish in your home country also.
Consider how you may be viewed as a representative of your
home country within your workplace.
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5.3 The Faculty Career
Becoming A Professor
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Professorial Career
Do you wish research to be your focus?
Would you work in federal or industry labs?
Do you prefer a balance of research and teaching?
Do you want to teach primarily?
Would you consider federal agency work?
Would you consider academic and industry employment
alternating over your career?
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Types of Faculty Careers
Elites Pluralists LocalsHigh ambition Moderate ambition Less ambition
“uniform moral career”: strong career identity
Career “nebulously conceived,” flexible
Teaching career identity
Strong hierarchy of ascent No hierarchy of ascent Horizontal mobility
Strongly R&D oriented Somewhat R&D oriented Little to no R&D
Community of scholars Mixed communities Local community
Low institutional commitment
Mixed institutional commitments
Strong institutional commitments
Strong social stratification Moderate social stratification Low social stratification
Academic only career Mixed sector career Highly mixed career
(Source: J.C. Hermanowicz, 1998; Merton, 1957; Dannefer, 1984a)
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Research Universities
State Universities
Comprehensive Universities
Mostly Elites, Some Pluralists
Mostly Pluralists, Some Elites
Mostly Communitarians, Some Pluralists
Graduates
Graduates
CareerTrajectories
CareerTrajectories
Industry
Government
NationalLabs
(Source: J.C. Hermanowicz, 1998)
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If Academic Career in US, then…
Stay in US Prior to Graduation Pursue Academic Appointments Accept a Postdoctoral Appointment, if Needed Avoid Non-Academic Positions Pursue Fellowships prior to PhD Graduation Publish, Publish, Publish! Have a GRA and TA Before Graduation Select Dissertation Topic That Makes You More
Marketable
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Q&A Time
Unclear?
Missing Topic?
Conclusions?
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References
Galama, Titus and James Hosek. (2008) U.S. Competitiveness in Science and Technology. RAND: National Defense Research Institute.
Lin, Lin. (2002) “The learning experiences of Chinese graduate students in American Social Sciences programs.” Paper presented at Annual Conference of the Comparative and International Education Society (Orlando, FL, March 6-9, 2002).
National Science Board. (2010) Science and Engineering Indicators, 2010. National Science Foundation.
Zweig, David. (2006) “Competing for talent: China’s strategies to reverse the brain drain.” International Labour Review, 145, 1-2; 65-89.
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Contact Information
Clark R. Bonilla, Director
Alumni and Career Services
School of Public Policy
Office: 404-385-7220
Email: clark.bonilla@pubpolicy.gatech.edu