UNESCO SCIENCE REPORT

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UNESCO Figure 5.11: SCIENCE Scientific REPORT publication trends in the USA, 2005–2014 The USA has maintained its share of publications among high-income economies 350 000 40 Volume of US publications (left axis) USA’s % share among high-income economies (right axis) 325 000 36.4 USA’s % share of world total (right axis) 321 846 35.4 35 300 000 30.6 30 275 000 267 521 250 000 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 25.3 25 1.32 Average citation rate for US publications, 2008–2012; the OECD average is 1.08 14.7% Share of US papers among 10% most cited papers, 2008–2012; the OECD average is 11.1% 34.8% Share of US papers with foreign co-authors, 2008–2014; the OECD average is 29.4% US scientists publish most in medical and biological sciences Cumulative totals by field, 2008–2014 630 977 47% Share of scientific publications on astronomy worldwide originating in the USA 488 258 150 800 158 991 130 233 175 444 35 671 35 235 39 547 8 451 28 411 23 398 18 260 Agriculture Astronomy Biological sciences Chemistry Computer science Engineering Geosciences Mathematics Medical sciences Other life sciences Physics Psychology Social sciences Note: The totals exclude 175 543 unclassified articles. The USA’s main partner is China, followed closely by the UK, Germany and Canada Main foreign partners, 2008–2014 (number of papers) 1st collaborator 2nd collaborator 3rd collaborator 4th collaborator 5th collaborator USA China (119 594) UK (100 537) Germany (94 322) Canada (85 069) France (62 636) Source: Thomson Reuters’ Web of Science, Science Citation Index Expanded; data treatment by Science–Metrix 150
United States of America that not all postdoctoral fellowships provide consistent and thorough mentoring and professional development. Often, hopeful academics will stall professionally in postdoctoral fellowships while providing high-quality research for low pay on indefinite terms. Open innovation: a marriage of reason Realizing that it had a lot of gain from encouraging the adoption of technologies developed with federal grant money, Congress passed the Bayh Dole Act in 1980. The act allowed universities to retain intellectual property rights from federally funded R&D and launched a trend in the university system towards the patenting and licencing of new technology. As a result, some universities have become foci of innovation, where small start-ups developed from oncampus research add value and, usually, partner with a larger established industrial partner to bring its product(s) to market. Having observed the success of these universities in seeding local innovation ecosystems, a growing number of universities are developing internal infrastructure like technology transfer offices, to support start-ups based on research, and incubators for faculty inventors that are designed to support embryonic companies and their technologies (Atkinson and Pelfrey, 2010). Technology transfer supports the university mission in disseminating ideas and solutions that can be put into practice. It also supports job growth in their local economies and increases ties to industry that form the basis for sponsored research. However, owing to its unpredictable nature, technology transfer is not a reliable supplement to the university’s revenue compared to other sources of revenue, such as federal grants and tuition. From the industrial perspective, many companies in technology-heavy industries are finding that partnering with universities is a more effective use of their R&D investment than developing technologies internally (Enkel, et al., 2009). By sponsoring university research, they benefit from the broad expertise and collaborative environment within academic departments. Although industry-sponsored research accounts for only 5% of academic R&D, leading universities are increasingly relying on research dollars from industry as alternatives to federal and state dollars. Incentives are not always directly aligned on sponsored research, however. The career of academic researchers is dependent on publishing their results, whereas industrial partners may prefer not to publish to prevent competitors from benefiting from their investment (see also Chapter 2). An 8% rise in foreign students since 2013 In the 2013/2014 academic year, over 886 000 international students and their families living in the USA supported 340 000 jobs and contributed US$ 26.8 billion to the US economy, according to a 2014 report by the National Association of Foreign Student Advisers. The number of US citizens studying overseas was much lower, just under 274 000. The top five destinations for US students were the UK (12.6%), Italy (10.8%), Spain (9.7%), France (6.3%) and China (5.4%). These statistics belie the sheer numbers of students enrolled outside the country of their citizenship: 4.1 million in 2013, 53% of whom came from China, India and the Republic of Korea (see also Chapter 2). The top five foreign student populations in the USA in 2014 were from China (28%), India (12%) and the Republic of Korea (circa 8%), Saudi Arabia (circa 6%) and Canada (circa 3%), according to the July 2014 quarterly review of the Student and Exchange Visitor Information System published by US Immigration and Customs Enforcement (ICE). Some 966 333 foreign students were following a full-time academic or vocational programme at a certified tertiary institution (F-1 and M-1 visas). 9 According to ICE, the numbers of F-1 and M-1 visa-holders increased by 8% from 2013 to 2014. An additional 233 000 students were J-1 visa holders. More than half of the F-1 and M-1 visa students were men (56%), according to statistics collected by ICE. Almost one in four of the women (58%) were from Eastern Europe and threequarters (77%) of the men from Western Asia. A little less than half of students with this type of visa had chosen California as their destination, followed by New York and Texas. The bulk of these students are pursuing degrees in the following fields: business, management and marketing; engineering; computer and related sciences; and educationrelated studies. Among those studying science, technology, engineering or mathematics, three-quarters (75%) had opted for engineering, computer and information sciences and support services, or biological and biomedical sciences. In 2012, the USA hosted 49% of the world’s international doctoral students in science and engineering (See Figure 2.12). The National Science Foundation’s 2013 Survey of Earned Doctorates compared doctoral degrees awarded to US citizens with those awarded to students with permanent residence and temporary visa-holders. The study found that temporary visa-holders earned 28% of the doctoral degrees awarded in the life sciences, 43% of those in the physical sciences, 55% in engineering, 10% in education, 14% in humanities, and 33% in non-science and engineering fields. These percentages have increased slightly for all fields since 2008. 9. J-1 visas are conferred on foreign nationals selected by a Department of Statedesignated programme to participate in an exchange visitor programme. Chapter 5 151
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UNESCO SCIENCE REPORT Towards 2030
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Published in 2015 by the United Nat
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Report team Director of the Publica
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UNESCO SCIENCE REPORT A closer look
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Foreword Irina Bokova, Director-Gen
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UNESCO SCIENCE REPORT 2016 732
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UNESCO SCIENCE REPORT Annex 1: Comp
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UNESCO SCIENCE REPORT Central Asia
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UNESCO SCIENCE REPORT Annex 2: Glos
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UNESCO SCIENCE REPORT five-year age
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UNESCO SCIENCE REPORT 742
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Table S1: Socio-economic indicators
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Table S2: R&D expenditure by sector
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Table S3: R&D expenditure as a shar
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Table S3: R&D expenditure as a shar
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Table S4: Public expenditure on ter
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Table S5: Tertiary graduates in 200
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Table S6: Total researchers and res
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Table S7: Researchers by field of s
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Table S7: Researchers by field of s
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Table S8: Scientific publications b
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Table S9: Publications by major fie
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Table S10: Scientific publications
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UNESCO SCIENCE REPORT Data obtained
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