foreign student to worker workshop

Foreign Worker1

Foreign Student-to-Worker

Experience

Clark Bonilla, DirectorAlumni and Career Services

School of Public Policy

1st Annual Public Policy Career Week

Foreign Worker2

Learning Objectives

Identify broad labor market issues affecting hiring of

foreign workers.

Recognize the differences between foreign work and

international student experiences.

Identify the advantages of the international student-

to-worker experience.

Identify the challenges to adapting to the workplace.

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Goal

To aid the international student in deciding

whether or not to pursue employment in the

US, identifying how to compete effectively

within the labor market, and adapting

successfully to future workplaces.

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1. Career Decision Making Model

Rational and Market-Based

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PP Career Advisement:Market-Based Model

Job Market

PersonalPreferences

Education

Optimal CareerOptions

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Career as Occupational Pathway

Barley (1989): “a structural

property of an occupation

or an organization.”

(Greenhaus & Callanan, 1994, p. 4),

i.e., a sequence of positions

held within an occupation.

Policy Research Assistant

Policy Analyst

Policy Survey Lab Manager

Policy Research Manager

Policy Director

State Policy Director

State Policy Adviser

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Career as Work Patterns over Life

Greenhaus & Callanan (1994): “the pattern of work-

related experiences that span the course of a person’s

life.” (p. 5)

– Objective: positions, duties, decisions

– Subjective: work aspirations, expectations, values

– Career Decision: reasons for position selection, changes in

type or level of occupation (lateral or vertical movement)

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“Career Pathways” Defined

The various career choices realistically open to an

individual with a given education, skill sets, experience,

interests, and values, that open up alternative career

paths, i.e., inter-occupational mobility, intra-occupational

mobility (vertical to management, or horizontal to non-

management positions). These pathways expand or

contract over time as the individual has effectively

managed her career, contingent also, in part, on whether

she prefers to be a generalist or a specialist.

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Career Anchors

Managerial Competence

Technical Functional Competence

Security

Creativity

Autonomy/Independence

– (Schein, 1977; Keen, 1977)

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“Boundaryless-Careers” View

“in an increasingly dynamic and chaotic

organizational world, career paths are nowadays

evolving ‘backwards’’ … from logical design and

efficient manufacture, to creative invention and

individual trailblazing.” (Peiperl, Arthur, Anand, 2002: 27;

Peiperl & Baruch, 1997)

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What Boundaries are Less?

Through innovation, create a

new occupation

Move between public, private

and nonprofit sectors

Intra-firm occupational mobility

Inter-firm occupational mobility

Enter/exit/re-enter labor

market

Dual career professionals

Professional-to-Management

Management-to-Professional

Telecommuting (work from

home)

Contractual employment

Seasonal employment

Post-65 employment

Mid-Career return to school

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Success Criteria in BC View

Adaptation

Career Self-Determination

Career Learning

Improvisation

Spontaneity

Self-Directed Thematic Development

Self-Customizing Career Construction– (P,A&A, 2002: 28-31)

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Chetkovich, Carol. (2003) “What’s in a sector? The shifting

career plans of public policy students.” Public Administration

Review, 63, 6; 660-674.

Ambivalence: “Most policy students do not enter their programs planning for private-sector careers, but neither do they have a strong orientation toward the public sector.”

Uncertainty: “many are uncertain at entry [into studies], and plans fluctuate over the two years of graduate training.”

Mobility: “students will move between sectors, or at least should be prepared to do so.”

Rewards: some students seek private sector careers for better financial security, professional development, intellectual challenge, advancement, etc.

Significance: students oriented toward public sector have higher need to “make a difference”

Survey of PP Graduate Students

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Career Management (CM)

CM is “a process by which individuals develop,

implement, and monitor career goals and

strategies.” (Greenhaus & Callanan, 1994: 5)

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Steps in Career Management

1. Conduct self-assessment (GT Career Services).

2. Understand labor market opportunities.

3. Select sector(s), occupation(s), and work culture(s).

4. Set career objectives and milestones.

5. Identify knowledge, skills, recognition, and experience

necessary for each objective.

6. Identify timeframe and resources for each milestone.

7. Appraise progress periodically.

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What is Your Career Goal?

“A career goal is a desired career-related

outcome that a person intends to attain.”

(G&C, 1994: 24)

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Types of Goals

Conceptual Goal: identifies work experiences

to pursue in the short-term and long-term.

Operational Goal: identifies specific positions

or jobs to secure in the short-term and long-

term.

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Sample Career Goal

Career Goal Matrix

Short-Term

Goals

Long-Term

Goals

ConceptualTo gain experience in incentive pricing for new green technologies for homes.

To master incentive pricing across all clean/green technologies for homes and businesses.

OperationalEnter as Energy Policy Analyst for Power Utility Company.

Advance to Energy Policy Director within 10 years for regional Power Utility Company.

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Exercise 1: Write Career Goal

Career Goal Matrix

Short-Term

Goals

Long-Term

Goals

Conceptual

Operational

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2. The Labor Market

Opportunities and

Obstacles

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2.1 Country Origins of International Students in US

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Earned US Doctoral Degrees in S&E by Citizenship (1985-2005)

Total US Doctoral Degrees Earned by Foreign-Born Students: 189,346

China: 41,677 (22%) Taiwan: 19,187 (10%) India: 18,712 (10%) Korea: 18,872 (10%) EU-15: 16,343 ( 9%)

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Asian Graduates with US Social Sciences PhD (1987-2007)

Total Asia: 15,921

China: 2,609

India: 1,740

South Korea: 3,832

Taiwan: 1,620Source: National Science Foundation, Div. of Science Resources Statistics, Survey of Earned Doctorates, special tabulations (2009)

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Foreign-Born S&E Workers in US

Median S&E Salaries for US Citizens and Foreign-

Born Workers Reached Parity in 2005

Total Foreign-Born S&E with BS in US Workforce:

2.28 million in 2005.

Total Foreign-Born S&E with PhD in US Workforce:

246,000 in 2005.

(Source: Galama & Hosek, 2008)

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Work Visas to High-Skilled Workers

More issued than used

20,000 H-1B Visas for International Students studying

MS/PhD annually (2010)

Over 2/3 of H-1B Visas issued for S&E occupations

(85,000 annually, as of 2010)

5-Year PhD Stay Rate Declined 3% (2000-07)

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Foreign-Born S&E Workers in US

Trend in Foreign-Born Share of S&E Employment in US

1990 2000 2004 Bachelor's 11% 17% 17% Masters 19% 29% 32% All PhD 24% 38% 37% PhDs <45 27% 52% --- Post-Doc 49% 57% ---

Sources: 1990 and 2000 bachelor's, masters, PhD and PhDs less than 45 years of age, tabulated from Census of Population, IPUMS data; Post-Docs from NSF. 2004 figures tabulated from U.S. Bureau of Census, Current Population Survey, MORG Files. Post-Doc, NSF, http:/ /w .nsf.gov/sbe/srs/seifld04/C2/fig02265 where the figures refer to temporary residents rather than to foreign born.

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2.2 The Labor Market for Social Sciences

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Foreign Share of US Earned S&E Degrees (2002): Social Sciences

Doctoral Degrees: ca. 19%

Master’s Degrees: ca. 11%

Bachelor’s Degrees: ca. 3%

Associate’s Degrees: ca. 2%

Source: National Science Board (2006a; Tables 2-25, 2-27, 2-29, and 2-31)

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Social Science-Degreed Employment (US, 2006)

Total S&E Occupations: 5,023,635 100%

Social Sciences: 651,519 13%

Source: National Science Foundation, Division of Science Resources

Statistics, Scientists and Engineers Statistical Data System (SESTAT)

(2006), http://sestat.nsf.gov

(Source: NSB, SEI, 2010)

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Bad News for Social Sciences

Social Science-Degree Workers Least Likely to Work in

S&E Occupations, 2007

Social Sciences PhD: Most Likely of S&E Workers to

be Self-Employed (19%, 2007)

Social Sciences-Degreed Workers have Highest

Average Unemployment Rate of S&E degrees (5.1%,

2007)


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Social Sciences Graduates:Obstacles Entering Job Market

Social Sciences PhD Graduates Among Highest Debt

Level for S&E Occupations, 2007

Social Sciences PhD Graduates Among Longest to

Graduate within S&E PhD Doctoral Programs, FY1992-

93 to FY2003-04

BS Social Sciences Graduates: Most Likely to Work

Out of Field at Graduation (15.7%) Among S&E

Graduates


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Social Sciences Graduates, 2006*

Unemployment Rate %

Bachelor’s 5.1

Master’s 4.6

Doctorate 1.9

Involuntary Out-of-Field Employment Rate %

Bachelor’s 15.7

Master’s 9.5

Doctorate 4.0


National Science Foundation, Division of Science Resources Statistics, Scientists and Engineers Statistical Data System (SESTAT) (2006), http://sestat.nsf.gov.

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Social Sciences Graduates, 2006*

Highest Degree Average Salary

Bachelor’s $43,300

Master’s $67,300

Doctorate $75,000

National Science Foundation, Division of Science Resources Statistics, Scientists and Engineers Statistical Data System (SESTAT) (2006), http://sestat.nsf.gov.


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New H-1B Visa Workers in Social Sciences Occupations, 2006*


Highest Degree Average Salary

All Degrees $60,900

Bachelor’s $54,100

Master’s $64,000

Doctorate $77,600

Source: Dept. of Homeland Security, U.S. Citizenship and Immigration Services, special tabulations

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Social Sciences PhD:Median Annual Salaries, 1-5 yrs

Sector, 2006 Salary

All Sectors $53,000

Private $65,000

Tenure Track $52,000

Postdoctoral Appointment $39,000

Other Education $50,000

Nonprofit/Government $62,000


National Science Foundation, Division of Science Resources Statistics, Survey of Doctorate Recipients (2006), Scientists and Engineers Statistical Data System (SESTAT), http://sestat.nsf.gov.

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PhD Social Sciences Graduates:Obstacles Entering Job Market

Workers with Social Sciences PhD Least Likely Involved in R&D

Among S&E PhD Holders, 2010

Increased Likelihood of Postdoc (2002: 18%; 2005: 30%)

Social Sciences Postdocs Least Likely to Have Medical Benefits

1-5 Yrs Since Graduation, 2006 Salaries:

– 25th Percentile: $40,000




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PhD Social Sciences Graduates:Good News Entering Job Market

2006: PhD Pol Sci in Tenure Track, 1-3 yrs after

Graduation: 45%; 4-6 yrs, 51.3%

2006: PhD Sociology/Anthropology in Tenure Track,

1-3 yrs after Graduation: 62.1%; 4-6 yrs, 65%

Highest Rates of Tenure Track among S&E

Disciplines

Smallest Pay Gap (25%) between Postdoc and

Tenure Track Positions among S&E Fields, 2006


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Social Science Occupations and Wages (2007)

Mean Engineering Wages: $81,050

Mean Social Sciences Wages: $66,370

Mean Technology Wages: $53,165

2004-07: Social Sciences Occupations had Lowest

(3.1%) Average Annual Growth Rate.


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Foreign-Born Social Science Workers % of Total US Workforce, 2003

Sociology/Anthropology Degrees %

All Degrees 7.2

Bachelor’s 6.7

Master’s 10.2

Doctorate 13.6


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Other Social Sciences Degrees %

All Degrees 13.0

Bachelor’s 10.6

Master’s 18.2

Doctorate 31.3


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Political Science Degrees %

All Degrees 11.0

Bachelor’s 9.5

Master’s 17.1

Doctorate 24.2


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2.3 Foreign Worker Trends, Myths and Misconceptions

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Why Chinese Scientists Return to China

China’s Rapid Economic Development: 58%

Good Government Policy 47%

Good Opportunity to Develop New Technology in

China 42%

Hard to Find Good Opportunities Overseas 32%

Glass Ceiling Overseas for Chinese 31%

Political Stability in China 19%

(Source: Zweig, 2006)

Foreign Worker44

Policies to Reverse Brain Drain

China (government)

Singapore (government)

South Korea (government)

Hong Kong (private sector only)

(Source: Zweig, 2006; Gwynne and Flannery, 1992)

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Common Myths

US government will not hire foreign-born workers or students.

US firms will not pay a living wage to foreign-born workers or students. (Rand, NDRI, 2008)

US firms do not value overseas experience and education of foreign-born workers or students.

US firms will not support a foreign-born workers need for language training.

US firms do not believe foreign-born workers or students will fit into their organizational cultures.

Foreign Worker46

Some Employer Concerns and Misconceptions

Lack of English Proficiency

Weak Interpersonal Skills

Weak Communications Skills

Lack of Leadership Aptitude

Delay in Adapting to Organizational Culture

Social Isolation

Lack of Assertiveness

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3. Foreign Worker v. International Student Experiences

Emphasize the

Advantages!

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Advantages of International Student Experiences

Employer’s Criteria in Evaluating Job Candidates

Foreign

Worker

International

Student

Language Skills Low Very High

Cultural Adaptation Unknown/Low Known/Very High

Quality of Education Unknown/Inferior Known/Superior

Employee’s Expectations Unknown/Unrealistic More Realistic

Relocation Costs High Low

Visa Costs High Deferred by OPT

R&D Contacts Low Modest-to-High

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Advantages of International Public Policy Student Experiences

Employer’s Criteria in Evaluating Job Candidates

Foreign

Worker

International

Student

Knowledge of Federal Laws Unknown/Low High

Analysis of US Organizations Unknown-to-Low High

Knowledge of US Economy Unknown-to-Modest Modest-to-High

Knowledge of US Government Unknown-to-Low High

Knowledge of US Policies Unknown-to-Modest High

Technical/Quantitative Skills Unknown-to-High High/Proven

Recommendations Foreign US

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Advantages of Overseas Educational Experiences

Bilingual/Multilingual Proficiency Understanding of Foreign Cultures Achievements in Multiple Cultures First-Hand View of Globalization Overseas Professional and Research Contacts Understanding of Foreign Business Practices Technical/Quantitative Undergraduate Degrees Represent “best and brightest” of Country of Origin Capable of Framing/Solving Problems Outside of US Culture

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4. To Stay or Return?

Not the Same Old Dilemma

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Your Options

Return Immediately after Graduation

Work One Year, Then Return

Work Till End of H-1B Visa, Then Return

Stay Permanently

Stay Permanently But Periodically Work Abroad

Stay Years Until You Can Return at Highest Level

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Linking Work and Home Country

Represent US Firm in Your Home Country Represent Your Home Country Firm in US Serve as Visiting Professor in Your Home Country Serve as Visiting Professor in US Become Consultant or Independent Contractor Engage in International Research Collaborations Help US University Recruit from Your Home Country Help US Firm Recruit from Your Home Country

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Variables in Career Decisions

Age

US and Home Country Economy

Career and Personal Life-Cycles

Potentiality of Academic/Work Relationships

Personal Satisfaction/Quality of Life

Easier to Stay Than Return

Risk Aversion

Occupational Options and Offers

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5. Adapting to US Workplaces

Institutions

Policies

Organizational Cultures

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5.1 What the International Student Can Do Now to Prepare

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Work-Related Recommendations forInternational Students, 1

Study regularly with English-speaking students.

Study US laws, organizations, policies and cultures.

Develop advanced quantitative and computer skills.

Serve as TA, not just GRA (if seeking faculty career).

Utilize advantages of overseas education and experience.

Join academic associations (APPAM, ASA).

Present papers at academic conferences and network.

Emphasize your interdisciplinary skills and knowledge.

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Obtain off-campus summer employment (OPT).

Seek public speaking opportunities.

Demonstrate leadership skills and aptitude. Establish friendships with US residents. Secure a US-based mentor. Build relationships for US-based references.

Participate in team-based projects.

Participate in professional associations.

Attend industry association conferences or trade shows.

Work-Related Recommendations forInternational Students, 2

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5.2 What the Foreign Worker Can Do On the Job

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Learn organizational policies & procedures.

Recognize how practice acceptably deviates from

organizational policies & procedures.

Learn when to email, call, and talk face-to-face.

Build a positive relationship with your supervisor.

Volunteer for special projects or tasks.

Regularly praise and thank others.

Socialize with colleagues inside and outside of work.

Recommendations forForeign Workers, 1

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Recommendations forForeign Workers, 2

Maintain professional awareness of events and advances in

home country.

Build professional relationships within home country.

Maintain academic relationships from home country.

Analyze how your home country knowledge might benefit your

work organization.

Publish in your home country also.

Consider how you may be viewed as a representative of your

home country within your workplace.

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5.3 The Faculty Career

Becoming A Professor

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Professorial Career

Do you wish research to be your focus?

Would you work in federal or industry labs?

Do you prefer a balance of research and teaching?

Do you want to teach primarily?

Would you consider federal agency work?

Would you consider academic and industry employment

alternating over your career?

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Types of Faculty Careers

Elites Pluralists LocalsHigh ambition Moderate ambition Less ambition

“uniform moral career”: strong career identity

Career “nebulously conceived,” flexible

Teaching career identity

Strong hierarchy of ascent No hierarchy of ascent Horizontal mobility

Strongly R&D oriented Somewhat R&D oriented Little to no R&D

Community of scholars Mixed communities Local community

Low institutional commitment

Mixed institutional commitments

Strong institutional commitments

Strong social stratification Moderate social stratification Low social stratification

Academic only career Mixed sector career Highly mixed career

(Source: J.C. Hermanowicz, 1998; Merton, 1957; Dannefer, 1984a)

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Research Universities

State Universities

Comprehensive Universities

Mostly Elites, Some Pluralists

Mostly Pluralists, Some Elites

Mostly Communitarians, Some Pluralists

Graduates

Graduates

CareerTrajectories

CareerTrajectories

Industry

Government

NationalLabs

(Source: J.C. Hermanowicz, 1998)

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If Academic Career in US, then…

Stay in US Prior to Graduation Pursue Academic Appointments Accept a Postdoctoral Appointment, if Needed Avoid Non-Academic Positions Pursue Fellowships prior to PhD Graduation Publish, Publish, Publish! Have a GRA and TA Before Graduation Select Dissertation Topic That Makes You More

Marketable

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Q&A Time

Unclear?

Missing Topic?

Conclusions?

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References

Galama, Titus and James Hosek. (2008) U.S. Competitiveness in Science and Technology. RAND: National Defense Research Institute.

Lin, Lin. (2002) “The learning experiences of Chinese graduate students in American Social Sciences programs.” Paper presented at Annual Conference of the Comparative and International Education Society (Orlando, FL, March 6-9, 2002).

National Science Board. (2010) Science and Engineering Indicators, 2010. National Science Foundation.

Zweig, David. (2006) “Competing for talent: China’s strategies to reverse the brain drain.” International Labour Review, 145, 1-2; 65-89.

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Contact Information

Clark R. Bonilla, Director

Alumni and Career Services

School of Public Policy

Office: 404-385-7220

Email: [email protected]

foreign student to worker workshop

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