G2TT
来源类型Research Reports
规范类型报告
ISBN9780833087126
来源IDRR-659-AF
Air Force-Wide Needs for Science, Technology, Engineering, and Mathematics (STEM) Academic Degrees
Lisa M. Harrington; Lindsay Daugherty; Craig Moore; Tara L. Terry
发表日期2014
出版年2014
页码138
语种英语
结论

Non-STEM career fields have undocumented STEM needs.

  • In some career fields where STEM degrees are not mandatory for entry, functional authorities validated significant unmet STEM needs (i.e., logistics and space and missile). Even in areas where STEM populations are nearly sufficient at present, such as cyberspace and acquisition management, requirements for these personnel are not documented in the Air Force Officer Classification Directory (AFOCD) or in Office of Personnel Management (OPM) standards for civilians; consequently, the personnel system will not necessarily provide a sufficient inventory in the future.

Personnel with STEM specialties are often loaned out.

  • Thirty-one percent of those holding STEM Air Force Specialty Codes are on loan to non-STEM functional areas serving as consultants.

The definitions of qualifications for functional area positions are imprecise.

  • Functional areas value officers with STEM degrees. It is not necessarily the STEM-specific knowledge that is necessary to carry out the position's duties, but the accompanying skills that STEM graduates are believed to be more likely to possess such as logical, systematic, critical, and analytical thinking, and problem solving.

Little attention is paid to reviewing future needs and adjusting requirements to meet them.

  • The academic degrees most likely to be in demand in career fields experiencing growth in the private sector are not emphasized in the corresponding Air Force career areas.
摘要

Officers:

  • Develop evidence-based methods to refine academic degree requirements for functional areas, highlighting the need to consider the future.
  • Develop a more precise and visible framework for documenting the results of this method so the Air Force can sum up accession requirements by career field and know whom to recruit, access, and classify.
  • Adopt a more effective method of coding degree types.
  • Use data from this analysis and from results mentioned above to identify "critical" and "high utility" academic degrees for use across the accession process.
  • Consider substituting some STEM degree requirements with requirements for critical thinking skills identified by a minimum Air Force Officer Qualifying Test, perhaps with sufficient STEM coursework.

Civilians:

  • Highlight, within and across Air Force functional areas, requirements for STEM knowledge, skills, and degrees by delineating specific STEM skills in position descriptions, incentivizing employees to obtain STEM degrees by including them in promotion plans, and seeking relief from OPM prohibitions on requiring specific STEM degrees in nontechnical occupational series.
  • Promote and consider increasing programs that encourage STEM recruiting and retention for civil service positions.

General:

  • Gather support for the STEM Advisory Council--approved classification of academic degrees to be accepted for all Air Force accession/hiring processes.
  • Ensure Air Force-wide STEM needs acknowledge STEM requirements in non-STEM functional areas.
  • Office of the Air Force Chief Scientist and the STEM Advisory Council communicate future technology needs to impacted functional areas and update degree requirements.
主题Civilian Military Workforce ; Military Career Field Management ; STEM Education ; Technical Professions ; United States Air Force
URLhttps://www.rand.org/pubs/research_reports/RR659.html
来源智库RAND Corporation (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/107861
推荐引用方式
GB/T 7714
Lisa M. Harrington,Lindsay Daugherty,Craig Moore,et al. Air Force-Wide Needs for Science, Technology, Engineering, and Mathematics (STEM) Academic Degrees. 2014.
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