Table 1 - uploaded by Emily J. Blanchard
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... second suggested demonstration of the connection between U.S. doctorate attainment and economic transition is the potential for changing selection into doctorate-granting institutions in the United States. In the case of China, where we have observed PhD attainment for about two decades since the start of that country's transition, there have been substantial changes in the concentration of students by program quality (see Table 1). 1982-84 1985-88 1989-91 1992-94 Other Non-Transition Countries Particularly in the early 1980s, it is clear that students from China were concentrated in relatively low-ranked programs, with more than 50 percent of degree recipients starting their degrees between 1981 and 1984 in chemistry, physics, and life sciences receiving doctorates from institutions outside the top fifty programs. ...
Context 2
... we see in this figure is that there was a period of quite rapid expansion in the number of students starting (and completing) PhD programs in the United States, followed by a substantial decline that began in the late 1980s. We also find that recipients of U.S. PhDs from these countries are much more concentrated today in the top U.S. graduate programs than they were in the late 1970s, as Table 1 shows clear increases in the share receiving degrees from the top fifteen U.S. programs. ...
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... In particular, Falkingham et al. (2021) explore the effect of Brexit on return intentions of international students graduating from U.K. universities, and Amuedo-Dorantes and Romiti (2021) explore its effect on international student applications to U.K. institutions. In a related study about the effect of political shocks on student migration, Blanchard et al. (2009) show that the establishment of diplomatic relations and opening educational exchange between China and the United States in the early 1980s and the establishment of trade relations between Western countries and Eastern European countries in the early 1990s increased the number of doctoral students originating from these countries in the U.S. higher education. 7 For instance, in their analysis of determinants of the mobility of international students, Bessey (2012) and Kaushal and Lanati (2019) find no evidence for a statistically significant association between political and civil liberties in countries of origin and outflow of international students. ...
... Among origin countries, China has sent the largest number of students to universities in OECD countries (Table 1 (2006( -2009( ), and Nicaragua (2007. Since enough number of observations is not available for student migration from these countries in their pre-populism era, they are not analyzed in this study. ...
Populism is on the rise, and democratic rights are deteriorating in many countries as a result of authoritarian policies adopted by populist leaders. This study analyzes how rising political populism in developing countries affects whether their citizens pursue higher education abroad. Applying the Synthetic Control Method, student migration patterns from Hungary, Ukraine, Venezuela, and Indonesia are explored as cases constituting early examples of authoritarian populism. The estimates show that the rise of authoritarianism after the closely contested elections that result in favor of the populist leaders in these countries increases the number of citizens who attend universities in foreign countries. Finding limited evidence for worsening higher education options in the origin countries suggests that more students start pursuing foreign education to increase their chances of living abroad after graduation. Emigration of skilled citizens from developing countries as a consequence of political populism is likely to constitute a threat to the economic performance of these countries in the long-term.
... For many developing countries, the opening of education markets to the United States is a first step in a transition that includes improved diplomatic relations and the broader opening of markets to international trade. For instance, the establishment of diplomatic relations between China and the United States in 1979 dramatically increased the level of educational exchange between these two countries, particularly at the doctorate level, with similar patterns evident in the post-Cold War era for students from Eastern Europe and the former Soviet Union in the late 1980s and early 1990s tied to political changes in those countries (Blanchard, Bound, and Turner 2009). Conversely, political developments have also sometimes worked to close down foreign student enrollment (and trade more generally), as happened for students from China in the early 1950s, Hungary in the mid-1950s, and Iran after the 1979 Iranian Revolution. ...
In the four decades since 1980, US colleges and universities have seen the number of students from abroad quadruple. This rise in enrollment and degree attainment affects the global supply of highly educated workers, the flow of talent to the US labor market, and the financing of US higher education. Yet, the impacts are far from uniform, with significant differences evident by level of study and type of institution. The determinants of foreign flows to US colleges and universities reflect both changes in student demand from abroad and the variation in market circumstances of colleges and universities, with visa policies serving a mediating role. The consequences of these market mechanisms impact global talent development, the resources of colleges and universities, and labor markets in the United States and countries sending students.
... Perhaps highly targeted educational policies such as Brazil's are not as irrational and driven by specific interests as might seem at first sight. In addition, our model is well suited to study the effects of educational migration, i.e. the phenomenon recently documented in Blanchard, Bound, and Turner (2008) that students acquire education in another country and then either stay or return, which is of particular relevance for developing countries. In a somewhat more technical extension, we plan to explore systematically the nature of the interaction of technological changes with trade and education, in an effort to inform an empirical strategy for identifying the welfare effects of trade apart from technological innovation (while still recognizing the endogeneity of worker's hu-man capital decisions). ...
This paper studies how the interaction between trade and educational insti-tutions shapes the distribution of human capital and income within and across countries. In the model, heterogeneous agents self select into a continuum of occupational tasks depending on the wage structure and the cost of education. Exploiting the multiplicity of sectors and continuous support of possible hu-man capital choices in our framework, we demonstrate that freer trade can induce crowding out of the middle occupations towards the skill acquisition ex-tremes in one country and simultaneous expansion of middle-income industries in another. We find that individual gains from trade may be non-monotonic in ability type, and that middle ability agents can lose the most from trade liber-alization despite aggregate gains. The model offers a novel lens through which to explore both educational policy and the implications of trade protection.
Patterns of mobility of highly skilled workers and the factors that influence these patterns have changed in a number of ways over the last few decades. This study examines the stay versus return trends of Asian doctorate recipients from China, India, South Korea, and Taiwan who obtained their degree in the United States. Using logistic regression to analyze data from both the Integrated Postsecondary Education Data System (IPEDS) and the U.S. National Science Foundation’s Survey of Earned Doctorates (SED), individual background variables, institutional variables, and country of origin variables were examined in terms of their effect on an individual’s decision to stay in the United States after receiving a doctoral degree. Significantly different patterns of stay rates were found across the characteristics of individual, institutional, and countries of origin. Implications for policy and future research are discussed.
Using data from the Survey of Earned Doctorates by the National Science Foundation, this study examines factors influencing foreign doctorate recipients’ decisions to stay in the United States after they complete their degrees. This study expands the existing literature on human capital theory on migration decision by exploring the variables that appear to be associated with one’s migration decision, which takes into account the prestige of degrees and the home country context. The findings suggest that the foreign doctorate recipients with a prestigious doctoral degree were less likely to stay in the United States. The home country’s economic conditions relative to those of the United States also significantly influenced one’s migration decision. The foreign doctorate recipients’ odds of staying in the United States increased when the unemployment rate gap between the home country and the United States widened. Lastly, the country of origin was important in predicting migration decisions for foreign doctorate recipients.
