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Building Science, Technology, and Research Capacity in Developing Countries: Evidence from student mobility and international cooperation between Korea and Guatemala

  • Bonilla, Kleinsy (Group for Studies of Organization of Research and Innovation GEOPI, Department of Science and Technology Policy DPCT, Institute of Geosciences IG, State University of Campinas UNICAMP) ;
  • Salles-Filho, Sergio (Department of Science and Technology Policy DPCT, Institute of Geosciences IG, State University of Campinas UNICAMP) ;
  • Bin, Adriana (School of Applied Sciences FCA, State University of Campinas UNICAMP)
  • Published : 2018.11.30
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Abstract

Developing countries face numerous challenges in the process of building science, technology, and research capacity; in particular, the formation and accumulation of skilled S&T workforce. The lack of organized and sustainable higher education options (Master and Doctoral programs), nonexistent or low-quality academic programs, and the absence of research-oriented study options are some of the strong contributors for talented students to emigrate to developed countries. At the same time, the consolidation of a global knowledge economy, the internationalization of higher education, and the competition to attract foreign talent in industrialized countries present challenges for underdeveloped nations to retain their already scarce skilled human resources. In this context, student mobility has been used as a policy mechanism to cope with S&T workforce shortages in S&T laggard nations. It has also enabled opportunities for international cooperation to play a key role. While significant literature has been devoted to studying the gains of developed nations with the arrival and potential migration of the mobilized students, few scholarly inquiries have addressed the benefits and losses experienced by their countries of origin. More importantly, limited research can be found on policy options and policy implications for developing countries to deal with the dilemmas presented by the brain-drain/brain-circulation debate. The goal of this article is to study empirical evidence of an international cooperation initiative for student mobility between the Republic of Korea and Guatemala (implemented during 2009-2015). The paper analyzes this particular international cooperation experience from the perspective of the different actors involved and attempts to draw policy implications and policy options for developing countries to deal with potential risks and gains derived from international mobility for their S&T capacity building.

Keywords

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Figure 1. Age of the Scholarship Awardees at the Time of Application to the Program

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Figure 1. Age of the Scholarship Awardees at the Time of Application to the Program

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Figure 2. Sector of Work/Employment at the Time of Application to the Program

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Figure 2. Sector of Work/Employment at the Time of Application to the Program

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Figure 3. Work/Employment Expectations upon Graduation

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Figure 3. Work/Employment Expectations upon Graduation

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Figure 4. Level of Difficulty Overtaken during the Study Program (descending order from more to less difficult)

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Figure 4. Level of Difficulty Overtaken during the Study Program (descending order from more to less difficult)

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Figure 5. Acquisition/ Development – Scientific -Technical-Research skills

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Figure 5. Acquisition/ Development – Scientific -Technical-Research skills

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Figure 6. Scholarship Awardees by Country of Residence, Feb. 25th. 2018

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Figure 6. Scholarship Awardees by Country of Residence, Feb. 25th. 2018

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Figure 7. Perception of the Significance of Contribution (support): SENACYT

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Figure 7. Perception of the Significance of Contribution (support): SENACYT

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Figure 8. Perception of Significance of Contribution (support): KHU

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Figure 8. Perception of Significance of Contribution (support): KHU

Table 1. Responsibilities acquired per Participating Party SeNaCYT-KHU International Cooperation agreement

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Table 1. Responsibilities acquired per Participating Party SeNaCYT-KHU International Cooperation agreement

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Table 2. Stakeholders and Sources of Data: SeNaCYT-KHU Science and Technology Scholarship Program 2009-2015

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Table 2. Stakeholders and Sources of Data: SeNaCYT-KHU Science and Technology Scholarship Program 2009-2015

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Table 3. Topics Covered by the 31 Items Included in the Comprehensive Survey

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Table 3. Topics Covered by the 31 Items Included in the Comprehensive Survey

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Table 4. Home-Country Mobility Drivers

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Table 4. Home-Country Mobility Drivers

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Table 5. area of Study / Degree – SeNaCYT-KHU Science and Technology Scholarship Program

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Table 5. area of Study / Degree – SeNaCYT-KHU Science and Technology Scholarship Program

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Table 6. Scholarship awardees by Gender

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Table 6. Scholarship awardees by Gender

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Table 7. estimated costs per study program / SeNaCYT-KHU Science and Technology Scholarship Program

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Table 7. estimated costs per study program / SeNaCYT-KHU Science and Technology Scholarship Program

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Table 8. Host-Country Mobility Drivers

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Table 8. Host-Country Mobility Drivers

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Table 9. academic / Research Production – Scholarship awardees

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Table 9. academic / Research Production – Scholarship awardees

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Table 10. Challenges and Opportunities to Contribute / Development of S&T when Residing in Guatemala

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Table 10. Challenges and Opportunities to Contribute / Development of S&T when Residing in Guatemala

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