ERIC Number: ED225521
Record Type: RIE
Publication Date: 1982-Nov-30
Reference Count: 0
Growth in Employment of Science and Engineering Doctorates Continues, Led by Computer Scientists. Science Resources Studies Highlights.
National Science Foundation, Washington, DC. Div. of Science Resources Studies.
Doctorate holders who received their degrees in science or other fields between 1930 and 1972 and who held jobs in the sciences and engineering (S/E) were surveyed. Findings include the following: employment of doctorates in S/E activities continued to grow between 1979 and 1981 at the same rate since 1975, about 5 percent per year, reaching a total of 314,000 in 1981; this growth in job opportunities was about equal to the growth in available supply; declines in S/E utilization rate (i.e., the number employed in S/E activities per 100 Ph.D. scientists and engineers in the labor force) were particularly notable in the mathematical and social sciences over the 1973-1981 period; S/E job opportunities for Ph.D. computer, life, and environmental scientists and engineers remained strong; although representing only 3 percent of the total, computer sciences outpaced all other doctoral S/E employment between 1979 and 1981, growing at an average annual rate of 16 percent; job opportunities continued to shift from educational institutions and government to business/industry; although 55 percent of all doctoral S/E employment was at educational institutions, the demand in academia continued to increase at a below-average rate; and minorities and women continued to increase their share of the doctoral population. (SW)
Descriptors: Biological Sciences, Computer Science, Doctoral Degrees, Employers, Employment Opportunities, Engineering, Engineers, Females, Graduate Surveys, Higher Education, Labor Market, Mathematics, Minority Groups, Occupational Surveys, Physical Sciences, Salaries, Scientists, Social Sciences
National Science Foundation, Division of Science Resources Studies, Washington, DC 20550.
Publication Type: Reports - Descriptive; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Science Foundation, Washington, DC. Div. of Science Resources Studies.