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Skill levels and gains in university STEM education in China, India, Russia and the United States

Author

Listed:
  • Prashant Loyalka

    (Stanford University
    Stanford University)

  • Ou Lydia Liu

    (Educational Testing Service)

  • Guirong Li

    (Henan University)

  • Elena Kardanova

    (National Research University Higher School of Economics)

  • Igor Chirikov

    (National Research University Higher School of Economics
    University of California Berkeley)

  • Shangfeng Hu

    (Sichuan Normal University)

  • Ningning Yu

    (University of Jinan)

  • Liping Ma

    (Peking University)

  • Fei Guo

    (Tsinghua University)

  • Tara Beteille

    (World Bank)

  • Namrata Tognatta

    (World Bank)

  • Lin Gu

    (Educational Testing Service)

  • Guangming Ling

    (Educational Testing Service)

  • Denis Federiakin

    (National Research University Higher School of Economics)

  • Huan Wang

    (Stanford University)

  • Saurabh Khanna

    (Stanford University)

  • Ashutosh Bhuradia

    (Stanford University)

  • Zhaolei Shi

    (Stanford University)

  • Yanyan Li

    (Henan University)

Abstract

Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science, technology, engineering and mathematics (STEM) education, little is known about how the skills of STEM undergraduates compare across countries and by institutional selectivity. Here, we provide direct evidence on these issues by collecting and analysing longitudinal data on tens of thousands of computer science and electrical engineering students in China, India, Russia and the United States. We find stark differences in skill levels and gains among countries and by institutional selectivity. Compared with the United States, students in China, India and Russia do not gain critical thinking skills over four years. Furthermore, while students in India and Russia gain academic skills during the first two years, students in China do not. These gaps in skill levels and gains provide insights into the global competitiveness of STEM university students across nations and institutional types.

Suggested Citation

  • Prashant Loyalka & Ou Lydia Liu & Guirong Li & Elena Kardanova & Igor Chirikov & Shangfeng Hu & Ningning Yu & Liping Ma & Fei Guo & Tara Beteille & Namrata Tognatta & Lin Gu & Guangming Ling & Denis F, 2021. "Skill levels and gains in university STEM education in China, India, Russia and the United States," Nature Human Behaviour, Nature, vol. 5(7), pages 892-904, July.
    • Handle: RePEc:nat:nathum:v:5:y:2021:i:7:d:10.1038_s41562-021-01062-3
    DOI: 10.1038/s41562-021-01062-3
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    Cited by:

    1. Jian Li & Eryong Xue, 2022. "A Social Networking Analysis of Education Policies of Creating World-Class Universities for Higher Education Sustainability in China," Sustainability, MDPI, vol. 14(16), pages 1-13, August.
    2. Borsi, Mihály Tamás & Valerio Mendoza, Octasiano Miguel & Comim, Flavio, 2022. "Measuring the provincial supply of higher education institutions in China," China Economic Review, Elsevier, vol. 71(C).
    3. Xia, Chengqi & Li, Xinge & Cao, Shixiong, 2023. "Challenges for the government-controlled higher education system in China," International Journal of Educational Development, Elsevier, vol. 97(C).
    4. Danon, Alice & Das, Jishnu & de Barros, Andreas & Filmer, Deon, 2024. "Cognitive and socioemotional skills in low-income countries: Measurement and associations with schooling and earnings," Journal of Development Economics, Elsevier, vol. 168(C).

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