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Science and Technological Innovation...

Bradshaw de Hernandez, Jonelle.

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Science and Technological Innovations: Risk Perceptions and Job Security Impacts on Creating a Transformational U.S. Workforce.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Science and Technological Innovations: Risk Perceptions and Job Security Impacts on Creating a Transformational U.S. Workforce./
Author:	Bradshaw de Hernandez, Jonelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	243 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Education Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13424560
ISBN:	9781392062852

Science and Technological Innovations: Risk Perceptions and Job Security Impacts on Creating a Transformational U.S. Workforce.
Bradshaw de Hernandez, Jonelle.

Science and Technological Innovations: Risk Perceptions and Job Security Impacts on Creating a Transformational U.S. Workforce. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 243 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ph.D.)--State University of New York at Stony Brook, 2018.

This item must not be sold to any third party vendors.

A transformational STEM and/or scientific and technological (S&T) workforce is an ecosystem of individuals and firms working together to create innovation. An essential element of this system is human capital. (Becker, 1962) One production goal of this system is to prepare an innovative labor force through higher education. An important decision for each student is their college major choice and an important decision for funding stakeholders (corporations, foundations and/or government) is to whom they should invest. One function of higher education is to facilitate an effective match between the student, funder and prospective career pathway. This is particularly important in the STEM and scientific and technological fields where a focus on investments in innovation and workforce development are paramount. The research on the determinants of college major choice in STEM and S&T fields is limited and focus on attributes of students (eg. race, gender), attitudes (eg. self-efficacy) and student environment (eg. socioeconomic status). (Engberg, 2013), (Xu, 2013), (Banning and Folkstead, 2012) This study expands the determinants to introduce variables that have implications for STEM and S&T major choice, namely risk perception and job security. The author asserts that students have different perceptions of risk and different preferences for risk based on their status within a vulnerable or non-vulnerable population. More vulnerable students are more likely to be risk averse and therefore seek job security more than non-vulnerable populations. Students from vulnerable populations then place more value on job security when deciding on major and career path. The discussion will focus on whether workforce development signals indicate that STEM and S&T jobs are secure thereby attracting more vulnerable populations into the field. Vulnerable populations, such as underrepresented minorities and females, are not well represented in the STEM and S&T fields and may leak out once on a pathway to these careers. (NSF, 2017) This study will provide additional motivations for why students are choosing STEM and/or S&T majors & shed light on additional reasons they may leave the STEM and S&T fields. It will also provide more information to stakeholders investors and higher education on whom to invest in and why.

ISBN: 9781392062852Subjects--Topical Terms:

2186666
Education Policy.

Science and Technological Innovations: Risk Perceptions and Job Security Impacts on Creating a Transformational U.S. Workforce.
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520 $a A transformational STEM and/or scientific and technological (S&T) workforce is an ecosystem of individuals and firms working together to create innovation. An essential element of this system is human capital. (Becker, 1962) One production goal of this system is to prepare an innovative labor force through higher education. An important decision for each student is their college major choice and an important decision for funding stakeholders (corporations, foundations and/or government) is to whom they should invest. One function of higher education is to facilitate an effective match between the student, funder and prospective career pathway. This is particularly important in the STEM and scientific and technological fields where a focus on investments in innovation and workforce development are paramount. The research on the determinants of college major choice in STEM and S&T fields is limited and focus on attributes of students (eg. race, gender), attitudes (eg. self-efficacy) and student environment (eg. socioeconomic status). (Engberg, 2013), (Xu, 2013), (Banning and Folkstead, 2012) This study expands the determinants to introduce variables that have implications for STEM and S&T major choice, namely risk perception and job security. The author asserts that students have different perceptions of risk and different preferences for risk based on their status within a vulnerable or non-vulnerable population. More vulnerable students are more likely to be risk averse and therefore seek job security more than non-vulnerable populations. Students from vulnerable populations then place more value on job security when deciding on major and career path. The discussion will focus on whether workforce development signals indicate that STEM and S&T jobs are secure thereby attracting more vulnerable populations into the field. Vulnerable populations, such as underrepresented minorities and females, are not well represented in the STEM and S&T fields and may leak out once on a pathway to these careers. (NSF, 2017) This study will provide additional motivations for why students are choosing STEM and/or S&T majors & shed light on additional reasons they may leave the STEM and S&T fields. It will also provide more information to stakeholders investors and higher education on whom to invest in and why.
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