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Advanced, innovation and technology-driven economies have made substantial investments in infrastructure in order to establish and maintain preeminence in STEM fields. National demographics, occupational migration patterns, and impending retirements among professional senior STEM faculty in higher education will impact the extent to which these investments will be sufficient to maintain leadership in STEM fields. A more inclusive, diverse corpus of young scholars will be responsible for the preparation of STEM knowledge workers into the 21st century. In this paper, I examine the compelling demographics that support the merit of the arguments for a more inclusive STEM faculty workforce in higher education. The realities of academic careers in the hard disciplines and challenges experienced by early-career faculty are considered. I review policies and programs of Korea and the United States that are targeted to the support of underrepresented faculty. Recent inquiry on STEM organizational work environments, early-career faculty advancement and career success, faculty commitment, and actionable findings associated with reform of academic work environments are discussed . Finally, I suggest the utility of a faculty community of practice available on-line.