Opportunities for Young International Scholars in the United States (Daniel Deneke)

Slide 1: Opportunities for Young International Scholars in the United States Daniel Denecke, Ph.D. Council of Graduate Schools Washington, DC, USA ddenecke@cgs.nche.edu

Slide 2: Council of Graduate Schools  Membership • 500 members from US and Canada (and 14 international affiliates); 94% of doctoral degrees and approx. 80% of master’s degrees awarded in the US represented  Mission “to improve and advance graduate education” through: • Advocacy • Research • Best Practices, e.g. Preparing Future Faculty (PFF) • + International Dimension

Slide 3: Characteristics of a “Global University”  International Research Collaborations  International Programs  International Students  International Experience for Domestic Students  International Postdocs & Faculty

Slide 4: I. Shifting Terrain: The Context for Opportunity

Slide 5: International scholars comprise an important part of the U.S. research enterprise  48% of students in engineering graduate programs  40% of students in physical sciences  1/3 of U.S. Nobel prizes won by foreign-born scientists Source: CGS, Graduate Enrollment and Degrees, 1996-2006, 2007

Slide 6: Positive Trends for International Researchers • Increased Student Mobility at undergraduate and graduate levels  CGS International Surveys (www.cgsnet.org)  Open Doors Report (http://opendoors.iienetwork.org), “first significant increase since 2001” 3% overall, 10% new. • Joint and Dual Degree programs on the rise, creating opportunities for student and faculty exchanges.  CGS International Survey, 2007 (www.cgsnet.org) • Bologna Process improving US admissions infrastructure for evaluating international credentials • Global Citizenship a growing concern

Slide 7: Some Countervailing Trends  The U.S. Bureau of Labor Statistics projects a much faster-than- average 27% increase in postsecondary teaching jobs through 2014. (http://stats.bls.gov/oco/ocos066.htm) (++)  Much of the increase will be in Part-Time. (--)  In 1990s, national share of Part Time (PT) faculty grew to 50+% (--)  The “Postdoc” is emerging as a growing trend in these fields (++)  As PT faculty increases, undergraduate completion rates fall (--)  Emphasis on completion rates and “accountability” is rising at both undergraduate and graduate levels. (++) •(Ehrenberg [http://www.ilr.cornell.edu/cheri/wp/cheri_wp46.pdf], NYT [http://www.nytimes.com/2007/11/20/education/20adjunct.html?ex=1196398800&en=618fc4e8c3304e02&ei=5070&emc=eta1])

Slide 8: More Countervailing Trends  Concerns about reduced interest in PhD pathway among domestic students (--)  International students filling the gap in increased percentages. (++)  Alongside Global University trends are public undercurrents of protectionism and provincialism (--)  Capacity Building (++) •(Ehrenberg [http://www.ilr.cornell.edu/cheri/wp/cheri_wp46.pdf], NYT [http://www.nytimes.com/2007/11/20/education/20adjunct.html?ex=1196398800&en=618fc4e8c3304e02&ei=5070&emc=eta1])

Slide 9: Doctoral S&E Degrees by World Region 35,000 80% 30,000 75% U.S. Citizens 25,000 S&E Ph.D.s Conferred 70% %U.S. Citizens** 20,000 USA 65% 15,000 60% 10,000 Germany & UK 55% 5,000 Asia* 0 50% 88 89 91 93 95 97 99 00 01 02 03 04 05 75 76 77 78 79 80 81 82 83 84 85 86 87 19 19 19 19 19 19 19 20 20 20 20 20 20 19 19 19 19 19 19 19 19 19 19 19 19 19 USA UK & Germany Asia % US Citizens *Asia includes China, India, Japan, South Korea, and Taiwan **Includes Permanent Residents. Source: National Science Board, Science and Engineering Indicators 2008, Appendix Tables 2-31 & 2-42. Updated January 2008. Analysis by the Council of Graduate Schools.

Slide 10: International Students and the US Graduate Enterprise  CGS International Student Admissions Surveys (since 2004), 3 phases of the survey each year: • I – Applications, II – Admissions, III – Enrollment • Plus Issues Questionnaire (e.g. three-year bachelor’s policies, international outreach activities, joint and dual degrees)  Highlights (most recent CGS applications, 2008): • Total grew 3% in 2008 (smallest growth since 2005) • Total grew 4% at Top 10 and Top 50; 1% outside • 65% of continuous respondents experienced decreases, averaging 31% lower than 2003 Source: CGS, International Survey, 2008

Slide 11: II. Academic Opportunities: Faculty

Slide 12: Growth in Full-Time Faculty Positions for International Scholars, 1992-2003, all fields 90 82.6 76 80 70 60 50 40 1992 30 2003 13.3 20 9.2 8.3 10.7 10 0 Citizens, US-born Citizens, foreign Noncitizen born source: Science and Engineering Indicators 2008, Appendix Table 5-21

Slide 13: Faculty Rank  Postdoctorate - - - Adjunct Professor or “Lecturer”  Lecturer/Instructor - Non-tenure Track Research and Teaching Positions  Assistant Professor, Tenure Track (or not)  Associate Professor, Tenure  Full Professor, Tenure

Slide 14: US Faculty Salary Ranges by Rank Doctoral Master’s Bachelor’s Institutions Focused Instructor/ $42-69,000 $40-59,000 $37-56,000 Lecturer Assistant $60-87,000 $50-69,000 $44-67,000 Professor Associate $69-103,000 $59-85,000 $51-83,000 Professor (Full) $93-159,000 $72-111,000 $59-113,000 Professor source: American Association of University Professors April 2008

Slide 15: Tenure & Promotion  Publication • Quality: peer review, selective peer review • Quantity: # of Articles (3-6); # Books (1-2) • Citations  Letters of support (networking outsider the department)  Teaching portfolio & service requirements  Understanding stated requirements (and unstated expectations)  Understanding institutional decision-making and recent history  Balancing Research, Teaching, and Service

Slide 16: Starting Point Finish Line

Slide 17: III. Academic Opportunities: Postdoctoral

Slide 18: Postdoctoral Fellowships and Appointments  Federal agencies: National Institutes of Health (NIH), National Science Foundation (NSF) • Citizenship requirements vary, NIH’s NRSA (restricted)  University, private foundations, libraries, research organizations, etc. • Citizenship requirements tend to be more open; Residency requirements vary • Innumerable online resources, e.g. in biosciences: http://www.spo.berkeley.edu/Fund/biopostdoc.html • Employee/worker vs. trainee/student tension

Slide 19: Visa Class Characteristics  J-1 (“the Exchange Visitor Visa”) • Common for Post-docs • Purpose: exchange opportunities for a cultural/educational purpose • Family/Finance: Spouse may apply for employment authorization • Up to 3 years (with 6-month extension)  H1-B • Common for Faculty (some postdocs) • Purpose: temporary employment in “specialty occupations” and/or with intent to apply for permanent residency • Family/Finance: Non-U.S. spouse ineligible to apply for employment authorization • Up to 6 years Resources: National Postdoc Association (http://www.nationalpostdoc.org); US Department of State website (http://travel.state.gov/visa)

Slide 20: Inside U.S. Higher Education  Chronicle of Higher Education (http://chronicle.com) and  Inside Higher Education (www.insidehighered.com)  National Postdoc Association (http://www.nationalpostdoc.org)  National Academies of Sciences reports (www.nationalacademies.org)  American Association of University Professors (www.aaup.org)  Higher Education Research & Reform Initiatives: • Ronald Ehrenberg & CHERI (Cornell Higher Education Research Institute), Chris Golde & Tim Dore, Carnegie Initiative on the Doctorate, Re-envisioning the PhD, NORC (Survey of Earned Doctorates), NRC Doctoral Assessment; Maresi Nerad (CIRGE), Science and Engineering Indicators, Woodrow Wilson National Fellowship Foundation  Your Destination Institution: international services; postdoc office.  Council of Graduate Schools (www.cgsnet.org)

Slide 21: IV. Non-academic Opportunities

Slide 22: “The importance of foreign-born scientists and engineers to S&E enterprise in US continues to grow”  25% of all college educated workers, and 40% of doctorate holders, in S&E occupations in 2003 were foreign-born  At least 41% of foreign-born university- educated in the US in 2003 had highest degree from foreign educational institution  About half of S&E doctorate holders in US postdoc positions may have earned doctorates outside US Source: NSF, Science and Engineering Indicators 2008

Slide 23: Global diffusion of R&D employment is reshaping non-academic career paths  From 1994 to 2004, R&D employment outside the US by US firms increased by 76%, compared with a 31% increase in R&D employment by the same firms in the United States, and an 18% increase in US R&D employment at the US subsidiaries of foreign firms Source: NSF, Science and Engineering Indicators 2008

Slide 24: V. The Role of the University in Enhancing Opportunities for Young International Scholars

Slide 25: The Banff Principles  Respect and learn from the differences in programs and their modes of delivery directed towards our common goal  Promote the quality of graduate programs  Develop global career competencies and awareness in graduates  Encourage innovation in programs and graduates  Clarify and strengthen the role of the masters degree  Promote high-quality inter-university collaborative programs across national boundaries  Review and understand the global flow of graduate students and postdoctoral fellows (early stage researchers)  Engage stakeholders, e.g. employers, policy makers and universities, to improve and advance graduate education in a global context  Establish an inclusive global platform for discussion of best practices in graduate education CGS, Global Perspectives on Graduate Education, 2008 forthcoming

Slide 26: In 2007, about 29% of U.S. Graduate Schools Had Established Collaborative Degree Programs With International Universities Table 1. Percentage of American Graduate Schools That Have Established Collaborative Graduate Degree Programs With One or More International Universities, by Size of International Graduate Student Enrollment* Largest 10 Largest 25 Largest 50 All Others All Institutions Dual/Double Degree 44% 33% 32% 5% 11% Joint Degree Program 0% 5% 3% 8% 7% All Other Types of 11% 10% 21% 9% 11% Degree Programs Total With One or More 56% 48% 56% 22% 29% Collaborative Programs Source: Council of Graduate Schools, 2007 International Graduate Admissions Survey II: Final Applications and Initial Offers of Admissions. August 2007. *Enrollment size based on the number of international graduate students Enrolled at U.S. graduate schools in the fall of 2004. Due to rounding, details may not equal totals.

Slide 27: Collaborative Degree Programs Have Been Established in a Variety of Fields, With Business Being the Most Common Fields of Study in Which U.S. Graduate Schools Have Offered Collaborative Master's and Doctoral Degree Programs With International Universities 50% 44% 45% 40% 35% 35% 30% 25% 20% 17% 13% 13% 14% 15% 12% 10% 8% 10% 6% 5% 2% 0% 0% Business Engineering Social Life Humanities All Others Sciences Sciences Master's Doctoral Source: 2007 Council of Graduate Schools Graduate Admissions Survey II: Final Applications and Initial Offers of Admission.

Slide 28: About One-Fifth of U.S. Graduate Schools Plan to Establish New Collaborative Degree Programs With International Universities Table 1. Percentage of American Graduate Schools That Have Plan to Establish New Collaborative Graduate Degree Programs With One or More International Universities Within the Next Two Years, by Size of International Graduate Student Enrollment* Largest 10 Largest 25 Largest 50 All Others All Institutions Dual/Double Degree 11% 5% 3% 5% 4% Joint Degree Program 0% 9% 9% 8% 8% All Other Types of 22% 19% 27% 8% 12% Degree Programs Total With One or More 33% 33% 39% 22% 24% Collaborative Programs Source: Council of Graduate Schools, 2007 International Graduate Admissions Survey II: Final Applications and Initial Offers of Admissions. August 2007. *Enrollment size based on the number of international graduate students Enrolled at U.S. graduate schools in the fall of 2004. Due to rounding, details may not equal totals.

Slide 29: Best Practices in the Preparation of Scholars for Faculty Careers Preparing Future Faculty (PFF) (www.preparing-faculty.org)  Correct the mismatch between doctoral degree experience and faculty careers  Address the roles and responsibilities in teaching, research, and service  Preparing students for success in a variety of institutional contexts  …including international contexts and components Other reform initiatives addressing preparation for the professoriate include: Carnegie Initiative on the Doctorate, the Responsive Ph.D. (Woodrow Wilson National Fellowship Foundation), and Re-envisioning the Ph.D.

Slide 30: Best Practices in the Preparation of Scholars for Non-academic Careers  Professional Master’s Degrees Professional Master of Arts (PMA)/Professional Science Masters (PSM)  Address perception of master’s as “en route” degree  Core research coursework of traditional master’s  Plus components such as internship in non-academic environment as alternative to thesis  Preparing Future Professionals  Entrepreneurship

Slide 31: Best Practices in Global Context Building on CGS/EUA co-sponsored Strategic Leaders Global Summits in Salzburg (2007) and Banff, Canada (2008), with support from Ministry of Alberta:  First two focused meetings will look at: • Research Ethics in a Global Context, 2008 • Graduate Education and Workforce Partnerships, 2009