The Human Capital Crunch

The Washington Times (Washington, DC), January 15, 2009 | Go to article overview

The Human Capital Crunch


Byline: Debra W. Stewart, SPECIAL TO THE WASHINGTON TIMES

The United States' status as the undisputed leader in producing the best minds in the world is in jeopardy. The new Obama administration must make graduate education one of its top priorities to prepare the talent we need. We cannot wait.

The future of the country depends on making a renewed commitment to graduate education to produce the future innovators, discoverers and leaders necessary to address current and future problems.

Amid the chaos of the financial markets this issue received little attention in the recent presidential campaigns. It is not a jazzy subject that grabs headlines, yet if not addressed will have dire consequences for this country.

For example, nearly 150,000 doctorates in science and engineering were awarded worldwide in 2004, and more than 80 percent of these were awarded outside of the United States. The share of American citizens receiving doctorates in sciences and engineering, as a proportion of all doctorates awarded in the U.S., has dropped by 22 percent over the last 30 years. Less than 10 percent of residents in this country possess master's or doctoral degrees.

President-elect Barack Obama persuasively argued in the final presidential debate that a robust education system is central to our economic future and national security. America's graduate schools produce the people with the advanced knowledge, skills and abilities essential to guaranteeing the country's economic and social prosperity. They produce the breakthrough thinkers, pushing the boundaries of their fields.

Since World War II, our graduate schools have been the best in the world. A preponderance of leaders in business, research, technology, science, government, the arts and humanities have been trained in here. Fifty-six of 91 Nobel Prize winners between 1997 and 2007 in the fields of chemistry, physics, medicine and economics received their graduate degrees in the United States.

Other countries now recognize that graduate education cultivates the human talent vital to the economic competitiveness. Great Britain has traditionally been a significant rival to the United States in graduate education, but now other European Union countries and regions of the world are gaining ground.

In sciences and engineering, we have maintained our competitiveness by attracting top international students. These international students, who in 2007-08 comprised 16 percent of students seeking advanced degrees in this country, have buttressed the reputation of American universities as world-class institutions. Often these international students find teaching or research positions at some of the most prestigious schools in the United States, and those who return home maintain the excellent reputations of our graduate schools.

How well-positioned are we to produce the knowledge creation work force of the future? Not well. There is a leak in the domestic science and engineering pipeline. The percentage of American students pursuing graduate study in these fields is declining, partly due to student financial considerations.

This decline will result in fewer discoveries by scientists within the United States. And a decline in the technology development and innovation on which we depend for economic success. Among Hispanics and African-Americans, the pipeline is almost empty (each group makes up less than 10 percent of graduate enrollment and less than 5 percent of new doctorates. …

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