Air pollution and brain drain: Evidence from college graduates in China

2021 ◽  
pp. 101624
Author(s):  
Wangyang Lai ◽  
Hong Song ◽  
Chang Wang ◽  
Huanhuan Wang
2019 ◽  
Vol 63 (2) ◽  
pp. 295-316 ◽  
Author(s):  
Siqi Zheng ◽  
Xiaonan Zhang ◽  
Weizeng Sun ◽  
Chengtao Lin

2018 ◽  
Vol 47 (3) ◽  
pp. 213-215
Author(s):  
Robert Kelchen ◽  
Douglas A. Webber

An increasingly important goal of state policymakers is to keep young, well-educated adults to remain in that state instead of moving elsewhere after college, as evidenced by New York’s recent move to tie state grant aid to staying in state after graduation. We used American Community Survey data from 2005–2015 to examine the prevalence of interstate mobility over the past decade as well as provide state-level rates of “brain drain.” We found substantial variations in interstate mobility across states, which has important policy implications.


2019 ◽  
Vol 10 (01) ◽  
pp. 1950004
Author(s):  
QIN FAN ◽  
MERI DAVLASHERIDZE

We develop a county-level recursive dynamic computable general equilibrium (CGE) model of Orleans Parish (OP) to examine local economic impacts of migration and brain drain after Hurricane Katrina. To incorporate hurricane-induced brain drain in the CGE model, we use a reduced-form model to estimate the change in the share of college graduates caused by hurricane-induced damages. Calibrating the model using pre-disaster social accounting matrices (SAMs) in 2004, we find that permanent loss in population and skilled labor results in 33.57% decline in county-level gross regional product (GRP) in 2012 relative to the 2012 business as usual scenario (BAU) that assumes steady annual growth without Hurricane Katrina. Interestingly, we find that skill loss causes larger decline in GRP than overall decline in population. After accounting for post-disaster public assistance by recalibrating model using 2012 SAMs, we find a lower declining rate of 6.36% in GRP.


2021 ◽  
Author(s):  
Quy Van Khuc ◽  
Minh-Hoang Nguyen ◽  
Tam-Tri Le ◽  
Truc-Le Nguyen ◽  
Thuy Nguyen ◽  
...  

Due to perceived risks of air pollution in urban areas, inhabitants may develop intentions of migrating to another place with better air quality. The brain drain phenomenon occurs when talented workforces leave their current living places, causing serious loss of valuable human resources. The complex interactions among demographic factors that may influence migration intention require deeper investigation. Based on the theoretical foundation of the Mindsponge framework of information processing, we employ Bayesian analysis on a dataset of 475 citizens in Hanoi, Vietnam. We found the existence of the brain drain effect for both domestic and international migration intentions induced by air pollution concerns. Regarding intentions to migrate domestically, the probability is higher for young people and males than their counterparts. Our findings suggest environmental stressors can induce changes in citizen displacement on a large scale through the psychological mechanism of personal cost-benefit evaluation. Furthermore, policymakers need to consider the long-term negative effects of air pollution on human resources and strive to build an ‘eco-surplus culture’ for improving environmental sustainability and socio-economic resilience.


Author(s):  
James McKenzie ◽  
Aaron P Jackson ◽  
Robert Yazzie ◽  
Steven A Smith ◽  
Amber K Crotty ◽  
...  

Like many Indigenous nations, the Navajo Nation has worked to develop its human and economic potential. It has provided scholarships and other supports to enable its members to pursue post-secondary education. However, relatively few of these college-educated members return to the reservation to contribute directly to its development. This phenomenon has been termed a brain drain. This study explored the experiences of 28 college-educated Navajos who, while raised on the reservation, were living off the reservation after completing their post-secondary education. Participants indicated a number of factors that went into their decision to live off the reservation. These included: Ké’: Relationships/Connections to Family, Culture, Homeland, People; Iiná: Lifestyle/Lifeway, Desirable Setting, Learned Work Ethic, Social Atmosphere, Togetherness (Diné) vs. Individualism (Mainstream); Bee ach’į’ na’hwii’ná: Resources and Roadblocks to Making a Life, Infrastructure, Services, The “System”; Bee ajit’9: Opportunity, Prosperity and Personal Improvement, Education, Extracurricular, Job Availability, Work Experience.


2021 ◽  
Author(s):  
Dongmin Kong ◽  
Shasha Liu ◽  
Jian Zhang
Keyword(s):  

Author(s):  
John M. Polimeni ◽  
Raluca Iorgulescu

The Capital District Region of New York State, home to twenty-five colleges and universities with a combined 14,000 students per year is attempting to leverage this educational resource to transform its economy away from its traditional government services, industrial, and manufacturing base towards high-technology. Millions of dollars have been invested to develop the infrastructure necessary to have economic growth fueled by high-technology. However, many of these highly skilled college graduates leave the area. This exodus, or brain drain, is a major concern for regional economic developers and policy-makers because the social and economic vitality of a region is at risk. For the high-tech industry to be successful in any region there must be complementary support industries and services. Therefore, the retention of college graduates in various fields, not just those in technology disciplines, of study is vital for regional economic development. Due to the considerable threat that the brain drain poses for a region in terms of social and economic vitality, one must have a complete understanding of the problem before attempting to correct it. This study will answer the following questions: (1) How big is brain drain from the region; (2) What are the characteristics of the graduates who leave the region; (3) What are the differences between the graduates that stay in the region and those that leave; and (4) What factors can be changed to increase the probability of retaining graduates?


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