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Attracting Talent: Location Choices of Foreign-Born PhDs in the US

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  • Jeffrey Grogger
  • Gordon H. Hanson

Abstract

We use data from the NSF Survey of Earned Doctorates to examine the post-degree location choices of foreign-born students receiving PhDs from US universities in science and engineering. Over the period 1960 to 2008, 77% of foreign-born S&E PhDs state that they plan to stay in the United States. The foreign students more likely to stay in the US are those with stronger academic ability, measured in terms of parental educational attainment and the student’s success in obtaining graduate fellowships. Foreign students staying in the United States thus appear to be positively selected in terms of academic ability. We also find that foreign students are more likely to stay in the United States if in recent years the US economy has had strong GDP growth or the birth country of the foreign student has had weak GDP growth. Foreign students are less likely to remain in the US if they are from countries with higher average income levels or that have recently democratized. Education and innovation may therefore be part of a virtuous cycle in which education enhances prospects for innovation in low-income countries and innovation makes residing in these countries more attractive for scientists and engineers.

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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 18780.

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Date of creation: Feb 2013
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Handle: RePEc:nbr:nberwo:18780

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Cited by:
  1. Paula Stephan & Giuseppe Scellato & Chiara Franzoni, 2014. "International Competition for PhDs and Postdoctoral Scholars: What Does (and Does Not) Matter," NBER Chapters, in: Innovation Policy and the Economy, Volume 15 National Bureau of Economic Research, Inc.
  2. Kirk B. Doran & George J. Borjas, 2013. "Which Peers Matter? The Relative Impacts of Collaborators, Colleagues, and Competitors," Working Papers 021, University of Notre Dame, Department of Economics, revised Mar 2013.

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