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United States (US) immigration policies have increasingly focused on national security resulting in universities experiencing declines in international student applications, constraints on international scholar employment, and complications facilitating international research collaborations. The COVID-19 pandemic brought additional travel restrictions, embassy closures, and health and safety concerns that exacerbated these challenges. Science mobility is critical for science education, training, competitiveness, and innovation. Using a representative sample of US and foreign-born scientists in three STEM fields, we explore how recent visa and immigration policies have shaped research collaborations, work with students and postdoctoral scholars, and intentions to leave. We use descriptive statistics, analysis of variance, and logistic regression and find academic scientists report disruptions from visa and immigration policies; negative impacts of immigration policies on US higher education; negative effects on recruitment and retention of international trainees; and increased intentions to leave the US driven by negative perceptions of immigration policy.

Inclusion in the workplace is defined as the extent to which individuals perceive that they are part of significant processes in organizations. This article explores the determinants of workplace inclusion by asking: How does the demographic composition of social networks inside and outside of the workplace affect perceived inclusion in the workplace? We apply literature on social identity theory and social network theory to develop and test hypotheses on professional sub‐network demographic composition using the linear regression analysis on data from the 2011 National Science Foundation–funded national survey of academic faculty on work environment and careers in US universities. Among other results, we find that perceived inclusion is explained by the interactions between race, gender, and demographic composition of professional networks. Findings provide new insights for the management of diversity in the workplace. [ABSTRACT FROM AUTHOR]

The government of Korea has made various efforts in science and technology (S&T) education. The current article explains the role of the government in S&T education system of Korea for the past half century. By classifying the S&T education at each level, this article reveals how S&T education was supported by the government and how it was altered to match industrial needs in each stage of economic development. It also draws policy implications for developing countries who seek industrialisation and development of technology-intensive industries through S&T education fostering human capital. [ABSTRACT FROM AUTHOR]