To be a STEM or not to be a STEM: Why do countries differ?

Abstract

This paper proposes a theoretical analysis and an empirical investigation on simultaneous choices of an enrolment and discipline field, comparing science, technology, engineering, and mathematics (STEM) to non‐STEM fields, to enlighten economic variables influencing students. The cross‐country analysis of 35 countries in the period 2013–2016 tries to disentangle factors shifting students from one choice to another and why countries differ in directing students toward specific disciplines. The results show that expenditures in R&D convince more students to choose STEM disciplines, whereas population density and the expected years of schooling have a negative impact on the percentage of STEM enrolments. As a whole, it appears that STEM enrolments are chosen for investment motives, whereas non‐STEM enrolments are less guided by economic factors and more dependent on a consumption effect.

Factors Influencing Decision to Shift from Non-stem to Stem-related College Programs among Students in a Catholic University

“…Some factors can be personal, socioeconomic considerations, and socializers [6], the prestige of the course, an indication of a well-paying job and bright prospects, and the influence of demand for a job [7,8]. Job security and work opportunities [9,10,11,12], the type of school [13], and the number of financial assistance and scholarships available [14,15,16] could also be some of those factors that can lead students to shift from a standpoint that is unknown and known.…”