Bioscience Workforce Educational Needs: Supply and Demand in Georgia Bioscience Workforce Educational Needs Supply and Demand in Georgia Georgia Tech Enterprise Innovation Institute City and Regional Planning Program Prepared for the Office of Economic Development, Board of Regents, University System of Georgia September, 2008 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table of Contents EXECUTIVE SUMMARY 1 SUMMARY OF FINDINGS 1 RECOMMENDATIONS 3 STUDY TEAM AND ACKNOWLEDGEMENTS 4 STUDY TEAM 4 ACKNOWLEDGEMENTS 4 CHAPTER 1. INTRODUCTION 5 DEFINITION OF BIOSCIENCE INDUSTRY 5 HISTORY AND APPROACH 7 OBJECTIVES 7 METHOD AND REPORT ORGANIZATION 8 INDUSTRY ANALYSIS 8 ACADEMIC SUPPLY 8 PROJECTED DEMAND AND SHORTFALL ANALYSIS 8 RECOMMENDATIONS 8 CHAPTER 2. BIOSCIENCE INDUSTRY ANALYSIS 9 OVERVIEW 9 GEORGIA'S CURRENT BIOSCIENCE INDUSTRY 9 BIOSCIENCE INDUSTRY PROJECTIONS 14 CHAPTER 3. ACADEMIC SUPPLY 16 INTRODUCTION 16 BIOSCIENCE EDUCATIONAL PROGRAM DEFINITION 16 GEORGIA'S BIOSCIENCE GRADUATES 19 GEORGIA'S RELATIVE POSITION IN BIOSCIENCE EDUCATION 24 CHAPTER 4. DEMAND AND SUPPLY FOR BIOSCIENCE OCCUPATIONS 31 WHAT IS A BIOSCIENCE OCCUPATION? 31 OCCUPATIONAL FORECASTS 32 SHORTFALL ANALYSIS 33 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page i September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech CHAPTER 5. RECOMMENDATIONS 37 INTRODUCTION 37 STRENGTHS AND OPPORTUNITIES 37 RECOMMENDATIONS 38 MONITOR WORKFORCE SUPPLY AND DEMAND FOR MEDICAL AND CLINICAL LABORATORY TECHNOLOGISTS. INVESTIGATE PROGRAM BEST PRACTICES AND EVALUATE FOR APPROPRIATENESS IN UNIVERSITY SYSTEM OF GEORGIA. 38 SET BROAD-BASED GOALS FOR GEORGIA TO BECOME A TOP FIVE PRODUCER OF BIOSCIENCE GRADUATES IN AGRICULTURE, BIOMEDICAL ENGINEERING, BIOLOGY, MEDICAL SCIENCE PROGRAMS 38 MONITOR THE NEED FOR VACCINE AND IMMUNOTHERAPY GRADUATES IN SUPPORT OF THE STATE'S VACCINE INITIATIVE 39 REFERENCES 40 List of Tables Table 1.1 Battelle Study Bioscience Definition based on Industry Classifications ..............6 Table 2.1. Georgia's Position Relative to Top Bioscience States ....................................... 10 Table 2.2. Bioscience Industry Employment in Georgia: 2006 and Change from 2001 .............................................................................................................................................. 11 Table 2.3. Bioscience Competitiveness .................................................................................... 13 Table 2.4. Future Bioscience Industry Employment in Georgia: 2004 and 2014 ........... 15 Table 3.1. Bioscience Postsecondary Educational Programs ............................................... 17 Table 3.2. Georgia Bioscience Graduates............................................................................. 19 Table 3.3. Georgia Institutions by Number of Bioscience Graduates ............................... 21 Table 3.4. Competitiveness of Top US States Based on Numbers of Graduates in Broad Bioscience Program Categories ................................................................................................ 26 Table 3.5. Rankings of Numbers of Graduates in Broad Bioscience Program Areas .... 27 Table 3.6. Competitiveness of Georgia's Bioscience Postsecondary Programs .............. 28 Table 4.1. Bioscience Occupations ........................................................................................... 32 Table 4.2. Georgia Bioscience Occupational Projections: 2004-2014 ............................ 33 Table 4.3. Annual Openings, Graduates, and Shortfalls..................................................... 34 Table 4.4. Bioscience-centric Occupations with Largest Shortfalls and their Specific Competencies................................................................................................................................ 35 Table 5.1. Examples of Bioscience Programs and Practices ............................................... 39 List of Figures Figure 3.1. Map of Bioscience Programs at Postsecondary Educational Institutions in Georgia......................................................................................................................................... 24 Figure 3.2. Map of Large Bioscience Educational Programs at Postsecondary Educational Institutions ................................................................................................................ 25 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page ii September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Executive Summary The Office of Economic Development (OED) of the University System of Georgia (USG) asked Georgia Tech to investigate the extent to which current and future needs of the bioscience industry can be enhanced by the type or level of talent produced by the state's higher educational system. We define bioscience as the manufacturing of pharmaceuticals, medicine, specialized chemicals and food products, equipment, supplies, and instruments as well as bioscience related R&D and laboratory services. Summary of Findings Georgia's higher education system is currently meeting the overall needs of the bioscience industry. The current level of higher education graduates is also sufficient to support a modest expansion of the industry over the next 10 years as projected by the Georgia Department of Labor. Detailed findings follow. Georgia's bioscience industry employs around 25,000 workers as of 2006, which reflects a modest 1% decline from 2001 levels. The largest detailed sub-industries in Georgia are medical laboratories (15%), pharmaceutical and medicine manufacturing (13%), and navigational, measuring, electromedical, and control instruments manufacturing (12%). The fastest growing industries are diagnostic imaging centers, R&D in the life sciences, dental equipment and supplies manufacturing, nitrogenous fertilizer manufacturing, and surgical appliance and supplies manufacturing. Some of these industries are fueled by use of the health and elder care services sectors rather than bioscience as it is distinctly conceived. Georgia has greatest specializations, compared to national industries, in: artificial and synthetic fibers and filaments manufacturing (including Cellulosic organic fiber manufacturing), ophthalmic goods manufacturing, pesticide and other agricultural chemical manufacturing, and dental laboratories. Georgia bioscience industries fared better than the nation in the 2001 to 2006 time frame. Georgia has about 300 more bioscience jobs than it would have had it followed national trends. This is especially true in medical device manufacturing and R&D and testing services. Bioscience industries in Georgia are expected to grow by 12% from 2004 to 2014. The fastest growing bioscience sub-industries in Georgia include: (1) Pharmaceutical and medicine manufacturing, (2) testing laboratories, and (3) medical and diagnostic laboratories. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 1 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Averaged over the 2004-2006 time period, Georgia's public and private postsecondary institutions have more than 5,500 graduates in bioscience related programs annually. Nearly 100 postsecondary educational institutions provide bioscience program education, with University of Georgia producing the largest number of bioscience graduates from a public institution. The two largest majors medical/clinical assistant and biology/biological sciences account for more than 80% of all graduates. Georgia's academic output by program, while sizeable, is lower than one would expect based on the national average, in all but the clinical/technical area. Georgia ranks 10th in overall number of bioscience graduates, 7th in number of clinical/technical graduates, 13th in number of biological science graduates, 16th in biomedical science graduates, 20th in agricultural science graduates, and 25th in medical science graduates. In terms of quantities of individual program graduates, Georgia's output is higher than the national average in dairy and poultry science, genetics, bioinformatics, and epidemiology. The state's output is lower than the national average in biomedical/medical engineering, microbiology, biochemistry, and biological and physical sciences. Georgia's bioscience occupations are expected to grow faster than the national average - by 20% from 2004 to 2014. The fastest growing occupation in Georgia's future bioscience workforce is medical scientists (38%), followed by food scientists and technologies (30%), medical and clinical laboratory technicians (29%) and technologists (25%), and biomedical engineers (27%). There will be an estimated 700 openings in Georgia for bioscience positions over the next 10 years. Two-thirds of these openings are capable of being filled by Georgia's supply of postsecondary graduates. That leaves a modest shortfall of 250 annually, which drops below 160 graduates a year if we remove programs that fall more in the health and elder care service sector. Ninety percent of the unfilled openings are for medical and clinical laboratory technologists, which typically require bachelor's degrees. The medical and clinical laboratory technician occupation, typically served through two-year associates degrees, is estimated to experience no great shortfalls in the next 10 years even though this was the primary area of need in the study conducted by the authors in 2003 (Drummond and Youtie, 2003). The good news is that, not withstanding the need for laboratory and clinical technologists, Georgia has enough talent being produced from higher education to support a modest expansion of the bioscience industry. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 2 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Recommendations Monitor workforce supply and demand for medical and clinical laboratory technologists, including bachelor's-degree and bachelor's-degree-pluscertificate programs. Investigate program best practices and evaluate for appropriateness in University System of Georgia. Set broad-based goals for Georgia to become a top five producer of bioscience graduates to determine the extent to which it will be necessary to expand the number of graduates in four of five broad programmatic subareas: agriculture, biomedical engineering, biology, and medical sciences. Monitor the need for vaccine and immunotherapy graduates in support of the state's vaccine initiative, The Next-Generation Vaccines and Therapeutics Initiative. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 3 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Study Team and Acknowledgements Study Team Study Team Dr. Jan Youtie Professor William Drummond Acknowledgements The project team gratefully acknowledges the helpful support received from the University System of Georgia. We thank Terry Durden and Susan Contreras, Office of Economic Development, University System of Georgia for their assistance with this project. Final responsibility for the analyses and conclusions contained in this report rests with the authors. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 4 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Chapter 1. Introduction The bioscience industry has been a target for many regions including Georgia to create new opportunities for economic development. Since 2004, the report "State bioscience initiatives 2008: Battelle, SSTI, BIO" has been presenting information about bioscience industry employment and R&D activity in US states and metropolitan areas to facilitate technology-based development of the industry (Battelle, 2008). This report defines biosciences as a diverse group of industries and activities with a common link--they apply knowledge of the way in which plants, animals, and humans function. The sector spans different markets and includes manufacturing, services, and research activities. (Battelle, 2008, p. ES-1). The Battelle report has become the national standard for examining US, state, and metropolitan area bioscience activity. The report provides a very detailed look at employment, educational initiatives, and R&D on a state by state basis. The 2008 report was published very recently -- in June, 2008. Because of the prominence of the Battelle report, this analysis - sponsored by the Office of Economic Development (OED) of the University System of Georgia (USG) - builds on the report by providing a more indepth analysis of Georgia's talent needs. The value-added of this study, over and above the Battelle report, includes Forward looking focus on industry and occupational projections Analysis of employment patterns at more detailed industry levels Profile of major postsecondary educational programs Comparison of supply of postsecondary educational graduates with occupational employment needs to examine the extent of unmet workforce needs by the type or level of talent coming out of the state's higher educational system to service the current and future bioscience cluster. Definition of Bioscience Industry The definition of the bioscience industry used in this analysis is consistent with that of the Battelle report (See Table 1.) The Battelle report definition is wide ranging, covering 27 North American Industrial Classification System (NAICS) classes. This definition includes food processing, chemical manufacturing, drugs and pharmaceuticals, medical devices and equipment, and research and testing services. We can examine the coverage of the Battelle report definition by comparing it to the definition of a Life Sciences cluster used by the Strategic Industries Task Force of the Commission for a New Georgia and the biosciences report Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 5 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech developed by the authors in 2003. (Commission for a New Georgia 2004, Drummond and Youtie 2003). The results show considerable overlap in the NAICS classes used in these studies. The Battelle study's definition encompasses those of the Commission and the Drummond and Youtie study. While the Battelle study also includes three food processing classes that are not in the Commission and Drummond and Youtie studies, one could contend that these classes represent the agricultural biotechnology (ag-bio) segment of the biosciences, and therefore, deserve inclusion. Table 1.1 Battelle Study Bioscience Definition based on Industry Classifications NAICS Description Agricultural Feedstock and Chemicals 311221 Wet corn milling 311222 Soybean processing 311223 Other oilseed processing 325193 Ethyl alcohol manufacturing1 325199 All other basic organic chemical manufacturing12 325221 Cellulosic organic fiber manufacturing 325311 Nitrogenous fertilizer manufacturing 325312 Phosphatic fertilizer manufacturing 325314 Fertilizer (mixing only) manufacturing 325320 Pesticide and other agricultural chemical manufacturing Drugs and Pharmaceuticals 325411 Medicinal and botanical manufacturing12 325412 Pharmaceutical preparation manufacturing12 325413 In-vitro diagnostic substance manufacturing12 325414 Other biological product manufacturing12 Medical Devices and Equipment 334510 Electromedical apparatus manufacturing12 334516 Analytical laboratory instrument manufacturing12 334517 Irradiation apparatus manufacturing12 339111 Laboratory apparatus and furniture manufacturing12 339112 Surgical and medical instrument manufacturing12 339113 Surgical appliance and supplies manufacturing12 339114 Dental equipment and supplies manufacturing1 339115 Ophthalmic goods manufacturing1 339116 Dental laboratories1 Research, Testing, and Medical Laboratories 541380 Testing laboratories2 541710 R&D in the physical, engineering, and life sciences12 621511 Medical laboratories12 621512 Diagnostic imaging centers1 1These NAICS classes were included in the definition of Life Sciences cluster in the Commission for a New Georgia (2004) report. The NAICS class Other Professional, Scientific, and Technical Services (541900) was a part of the Commission Life Sciences cluster definition, but not the Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 6 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Battelle 2008 bioscience report, because it is a miscellaneous category that does not involve bioscience. Likewise, Outpatient Care Centers (621400), also included in the Commission cluster definition but not the Battelle 2008 bioscience report, concerns medical health services rather than bioscience. 2Included in Drummond and Youtie (2003). Source: Battelle, 2008. In addition to the 27 NAICS classes in the Battelle report, this analysis will show that Bioscience industry is also comprised of 16 occupations (from the Battelle report) and 38 educational programs (from our own analysis). The extent to which educational programs meet the needs of these occupations within the bioscience industries is the primary subject of this report. History and Approach The University System of Georgia has partnered with Georgia Tech since 1997 to develop a systematic methodology for assessing the supply of graduates relative to the projected demand for these graduates in the workplace. Previous studies have assessed demand for employees in various occupations at the national, state, and substate regional levels. We have also assembled information on the supply of graduates from both public and private postsecondary institutions in Georgia. We have broadly measured shortfalls across a range of occupations requiring various levels of college education. These studies have pioneered methods for tracking and estimating intra- and inter-state migration of university graduates as they move from their school environment to taking their first job based on the acquisition of matched graduate data from the Georgia Department of Labor. In addition, we have focused on the talent needs of particular occupations identified as important strategic industries by the Commission for a New Georgia such as logistics (2005) and aerospace (2008) (Youtie, et al., 2005; Drummond et al., 2008). Previous studies also have measured the value of higher education based on exploratory education-related measurement approaches. (Drummond and Youtie 1997, Drummond and Youtie 1999, Drummond and Youtie 2001, Drummond and Youtie 2003a). This knowledge is drawn upon to address the distinctive challenge of measuring talent needs in the bioscience industry in Georgia. Objectives The aim of this project is to develop a synoptic update of the bioscience analysis conducted by Drummond and Youtie in 2003. More specifically, the objectives are to: Extend the Battelle report findings and approach to provide more detailed and indepth information about the bioscience industry, workforce, and educational programs in Georgia Determine what jobs, current and future, are involved in this area Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 7 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Compare educational profiles of Georgia postsecondary programs with those in other regions to assess any areas of weakness. Match future demand for occupations with current supply of graduates in instructional programs to identify significant areas of unmet need for bioscience talent. Identify competencies needed to be addressed by underserved instructional programs Profile best practice bioscience postsecondary programs outside Georgia based on quantitative results. Method and Report Organization Industry Analysis The industry analysis portrays the size of the bioscience industry as a whole and its subindustry components. The analysis uses employment data from the US Bureau of Labor Statistics's Quarterly Census of Employment and Wages to assess Georgia's competitive position relative to the nation. We report results from the Battelle study to show Georgia's position relative to comparison states. Industry employment projections to 2014 for Georgia are also presented. (Chapter 2) Academic Supply The report presents 38 postsecondary educational specializations i.e., majors with high relevance to the bioscience industry. The numbers of graduates in these specializations in postsecondary educational institutions in Georgia and across the nation are arrayed to form the basis for assessing Georgia's educational strengths and weaknesses in bioscience programs. We obtained the data from the Integrated Postsecondary Educational Dataset (IPEDS) of the National Center of Educational Statistics (NCES). (Chapter 3) Projected Demand and Shortfall Analysis Occupational employment projections in the 2004-to-2014 time period from the US Bureau of Labor Statistics and the Georgia Department of Labor are matched with academic supply figures to identify significant areas of unmet need or shortfalls in Georgia. (Chapter 4) Recommendations This section discusses the strengths and weaknesses of the bioscience industry in Georgia. Recommendations for redressing weaknesses are discussed. (Chapter 5) Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 8 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Chapter 2. Bioscience Industry Analysis Overview The Biotechnology Industry Association reports that biotechnology revenues in health care biotechnology nationwide grew from $8 billion in 1992 to $50.7 billion in 2005.1 By 2006, nationally some 1.3 million employees worked for a bioscience company. Growth from 2001 to 2006 in bioscience employment was 5.7%, faster than the growth of the economy as a whole (3.1%). These statistics suggest that the industry is a significant and growing part of the R&D intensive economy. This chapter will examine the bioscience cluster as defined in Chapter 1, look at past industry employment trends from 2001 to 2006, and present forecasts of future employment trends to 2014. Georgia's competitive position in the bioscience industries will be measured using basic economic analysis tools such as location quotients and shift share analysis. A location quotient (LQ) measures a state's relative concentration of a particular industry or specialization in a particular industry. Typically, the percentage of total jobs in an industry in a state is compared to the same ratio for the U.S., to create the LQ. For example, if an industry has 2% of total jobs in a state and that same percentage prevails for the U.S. economy, then the LQ is 1.0 (state percentage divided by the U.S. percentage). Therefore, a location quotient larger than 1.0 indicates the industry is more concentrated in the state than in the U.S.; less than 1.0 indicates just the opposite. A shift share analysis breaks down employment growth into national share, national industry mix, and regional shift components. These components are used to estimate a region's competitiveness relative to that of the nation. A shift share analysis commonly compares what a state's job growth would have been if it followed national trends to what the job growth actually was. If the actual figure is higher than the national trends, the higher figure represents the state's competitive advantage. Georgia's Current Bioscience Industry The Battelle report conducts an analysis of employment size, specialization (LQ), and growth to identify the top bioscience states across each of four subsectors. We have summarized these results in Table 2.1 and also included Georgia's position according to the Battelle report. California is a leader in three 1 http://bio.org/ataglance/ Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 9 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech subsectors; and Massachusetts, Pennsylvania, and New Jersey are prominent in two of the subsectors. The Battelle report does not situate Georgia among the employment leaders. The report's bioscience subsector analysis of 2001 to 2006 employment changes in Georgia shows that: (1) the state's agriculture and feedstock chemicals subsector declined by 26%; (2) the drugs and pharmaceuticals subsector increased slightly by 3.2%; (3) the medical devices and equipment subsector declined slightly by 4.2%, and (4) the research, testing, and medical laboratories sector grew by nearly 30%. Georgia has six metropolitan areas that are included among the top 15 metropolitan areas in each of the five bioscience subsectors in the Battelle report based on either total numbers of employees or LQs (i.e. specialization). Atlanta is included because it has large numbers of employees in the medical devices and research/testing/medical laboratory subsectors (represented as "large" in Table 2.1). Five metropolitan areas are included because they have high levels of specialization (that is, higher LQs than other similarly sized metropolitan areas and represented as "specialization" in Table 2.1) in certain subsectors: Augusta (agriculture, drugs and pharmaceuticals), Valdosta (agriculture, research/testing/medical laboratories), Athens (drugs and pharmaceuticals), Albany (drugs and pharmaceuticals), and Warner Robins (research/testing/medical laboratories). Thus, although the state as a whole is not situated among the bioscience employment leaders, certain metropolitan areas are highlighted as having notable levels of activity. Table 2.1. Georgia's Position Relative to Top Bioscience States Bioscience Agriculture Feedstock and Drugs and Medical Research, Testing, Medical Sector Chemicals Pharmaceuticals Devices Laboratories Top States* Texas California California California (by size and Illinois New Jersey Minnesota Pennsylvania specialization) Tennessee Puerto Rico Massachusetts Massachusetts Iowa Pennsylvania New Jersey Ohio North Carolina Indiana Illinois Georgia's Position Size Small size Small size Small size Small size Under-average Under-average Under-average Under-average Specialization specialization specialization specialization specialization Growth Unchanged Unchanged growth/Small loss Moderate growth growth/Small loss Substantial growth Metropolitan Augusta, Augusta, Athens, Atlanta (large) Atlanta (large), Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 10 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 2.1. Georgia's Position Relative to Top Bioscience States Agriculture Research, Testing, Bioscience Feedstock and Drugs and Medical Medical Sector Chemicals Pharmaceuticals Devices Laboratories areas in top 15 Valdosta Albany Valdosta, Warner (specialization) (specialization) Robins (specialization) Source: Battelle, 2008, pp. ES-4-ES-7. It can be argued that these broad subsector comparisons are not fine grained enough to portray fully Georgia's bioscience sectors. In this analysis, we breakdown the state's employment into more detailed five- and six-digit NAICS classes. (See Table 2.2.) Five-digit classes are used when there are insufficient numbers of companies at the six-digit level to permit disclosure of employment data. Because the Battelle report only includes a proportion of testing laboratories and R&D facilities performing biological and life sciences functions, we took a percentage (half) of the total employment in NAICS classes 541380 and 541710. In total these detailed sub-industries accounted for about 25,000 jobs in Georgia in 2006, down by just under 1% since 2001. This job figure is slightly higher than what is reported in the Battelle report (just under 20,000) but within the same order of magnitude. The largest bioscience sub-industries in Georgia are: Medical Laboratories (15%), Pharmaceutical and Medicine Manufacturing (13%), and Navigational, Measuring, Electromedical, and Control Instruments Manufacturing (12%). Together these three sub-industries comprise 40% of bioscience employment in the detailed subsectors. However, Diagnostic Imaging Centers had the highest growth (70%) in employment from 2001 to 2006, although this growth is also fueled by the strong health and elder care services sector. In addition, R&D in the Life Sciences experienced 30% growth in employment from 2001-2006. In manufacturing, the fastest growing sub-industries were Dental equipment and supplies manufacturing (19%), Nitrogenous fertilizer manufacturing (16%), and Surgical appliance and supplies manufacturing (13%). Table 2.2. Bioscience Industry Employment in Georgia: 2006 and Change from 2001 Industry Class (NAICS) 2006 Change % Change 311221 Starch and Vegetable Fats 661 -310 -31.9% and Oils Manufacturing 325191 Other Basic Organic 1048 -285 -21.4% Chemical Manufacturing 325221 Artificial and Synthetic 1198 -266 -18.2% Fibers and Filaments Manufacturing Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 11 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 2.2. Bioscience Industry Employment in Georgia: 2006 and Change from 2001 Industry Class (NAICS) 2006 Change % Change 325311 Nitrogenous fertilizer 186 25 15.5% manufacturing 325312 Phosphatic fertilizer 120 -59 -33.0% manufacturing 325314 Fertilizer (mixing only) 204 -80 -28.2% manufacturing 325320 Pesticide and other 532 -132 -19.9% agricultural chemical manufacturing 325411 Pharmaceutical and 3271 112 3.5% Medicine Manufacturing 334511 Navigational, Measuring, 2981 -982 -24.8% Electromedical, and Control Instruments Manufacturing 339111 Laboratory apparatus and 22 -3 -12.0% furniture manufacturing 339112 Surgical and medical 761 -157 -17.1% instrument manufacturing 339113 Surgical appliance and 2389 269 12.7% supplies manufacturing 339114 Dental equipment and 198 32 19.3% supplies manufacturing 339115 Ophthalmic goods 1732 -53 -3.0% manufacturing 339116 Dental laboratories 1731 -114 -6.2% 5413802 Testing laboratories 1107 107 10.7% 5417102 R&D in the physical, 2017 534 36.0% engineering, and life sciences 621511 Medical laboratories 3675 533 17.0% 621512 Diagnostic imaging centers 1467 605 70.2% 1 Because of suppressed values, we aggregated this sector to the 5-digit NAICS class. 2 Estimates of the proportion of employees performing biological and life sciences functions (0.50) were made. Source: US Bureau of Labor Statistics, Quarterly Census of Employment and Wages. Table 2.3 presents a competitive analysis of Georgia in these detailed bioscience sub-industries relative to the US. In comparison to national trends, Georgia's bioscience industry is most competitive in the following sub-industries (see Table 2.3): Artificial and Synthetic Fibers and Filaments Manufacturing (including Cellulosic organic fiber manufacturing) Ophthalmic goods manufacturing Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 12 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Pesticide and other agricultural chemical manufacturing Dental laboratories These industries have LQs above 1.0. Moreover, the first two industries in this list increased their competitiveness from 2001 to 2006 as evidenced by their rising LQs. The shift share measures in columns 5-7 in Table 2.3 suggest that many of Georgia's bioscience sub-industries fared better than the nation. Comparing the column labeled "Mix" with that labeled "Local," one can see that 11 of the 19 local bioscience sub-industries have positive values versus 7 of the 19 national mix industries. Georgia has about 300 additional bioscience jobs because of the distinctive attributes of the state's economy than the state would have had it followed national trends. Table 2.3. Bioscience Competitiveness Industry Class (NAICS) LQ06 LQ01 National 311221 Starch and Vegetable Fats and 0.81 1.16 1 Oils Manufacturing 325191 Other Basic Organic Chemical 0.85 0.97 1 Manufacturing 325221 Artificial and Synthetic Fibers 1.30 1.12 1 and Filaments Manufacturing 325311 Nitrogenous fertilizer 0.83 0.57 0 manufacturing 325312 Phosphatic fertilizer 0.54 0.75 0 manufacturing 325314 Fertilizer (mixing only) 0.85 1.07 0 manufacturing 325320 Pesticide and other agricultural 1.14 1.14 0 chemical manufacturing 325411 Pharmaceutical and Medicine 0.38 0.38 2 Manufacturing 334511 Navigational, Measuring, 0.23 0.28 2 Electromedical, and Control Instruments Manufacturing 339111 Laboratory apparatus and 0.05 0.05 0 furniture manufacturing 339112 Surgical and medical instrument 0.23 0.29 1 manufacturing 339113 Surgical appliance and supplies 0.91 0.78 1 manufacturing 339114 Dental equipment and supplies 0.43 0.34 0 manufacturing 339115 Ophthalmic goods 1.86 1.76 1 manufacturing 339116 Dental laboratories 1.16 1.31 1 Mix (32) (136) (439) (34) (15) (29) (136) 100 (307) (2) 8 (76) (8) (161) 93 Local (279) (150) 172 59 (44) (51) 4 10 (677) (1) (166) 343 40 107 (209) Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 13 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 2.3. Bioscience Competitiveness Industry Class (NAICS) LQ06 LQ01 National Mix Local 5413802 Testing laboratories 0.51 0.47 1 26 80 5417102 R&D in the physical, 0.24 0.19 1 138 395 engineering, and life sciences 621511 Medical laboratories 0.87 0.85 2 441 90 621512 Diagnostic imaging centers 0.78 0.62 1 297 307 1 Because of suppressed values, we aggregated this sector to the 5-digit NAICS class. 2 Estimates of the proportion of employees performing biological and life sciences functions (0.50) were made. Source: US Bureau of Labor Statistics, Quarterly Census of Employment and Wages. Bioscience Industry Projections We can also examine how employment is forecast to change in the future in this cluster in Georgia and the nation as a whole. Using data from the US Bureau of Labor Statistics (BLS), we report forecast employment for base year 2004 and projected year 2014. (See Table 2.4) Forecasts are at the four-digit NAICS level. An employment increase of nearly 12% is projected for the overall bioscience industry in Georgia higher than the overall projections of 5% for the US. The fastest growing bioscience sub-industries in Georgia projected to increase employment by 20% or more include: (1) Pharmaceutical and medicine manufacturing, (2) Testing laboratories, and (3) Medical and diagnostic laboratories. Testing laboratories also are expected to be more competitive than the nation, though their LQs will decline by 2014. The shift share measures in columns 7-9 suggest that employment in the bioscience industries will decline at the national level (refer to the column labeled "Mix") but generally will fare better in Georgia (refer to the column labeled "Local"). Forty percent of the growth in Georgia's bioscience cluster will occur because of gains in the overall national economy, while the other 60% will be the result of Georgia's distinctive capabilities. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 14 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech 3112 3251 3252 3253 3254 3345 3391 5413 5417 6215 Table 2.4. Future Bioscience Industry Employment in Georgia: 2004 and 2014 Industry Class (NAICS) % Change LQ04 LQ014 National Mix Grain and oilseed milling 4% 0.95 1.08 75 -300 Basic chemical manufacturing -3% 1.10 1.18 210 -875 Resin, synthetic rubber, and artificial synthetic -1% 1.03 1.19 140 -714 fibers and filaments manufacturing Pesticide, fertilizer, and other agricultural -12% 1.16 1.22 58 -316 chemical manufacturing Pharmaceutical and medicine manufacturing 23% 0.45 0.41 169 637 Navigational, measuring, electromedical, and -8% 0.26 0.23 147 -281 control instruments manufacturing Medical equipment and supplies 2% 0.83 0.77 331 -254 manufacturing Testing laboratories 20% 9.10 8.12 1725 6841 Scientific research and development services -5% 0.26 0.21 181 175 Medical and diagnostic laboratories 20% 0.90 0.86 237 563 Source: Georgia Department of Labor and US Bureau of Labor Statistics, industry employment projections. Local 290 555 548 119 -26 -92 57 -1730 -539 163 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 15 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Chapter 3. Academic Supply Introduction The Battelle report highlighted several distinctive postsecondary educational programs in the biosciences in Georgia. These include University of Georgia's certificate programs in clinical trials design and management and pharmaceutical and biomedical regulatory affairs in its College of Pharmacy, and the joint program of the Athens and Gwinnett Technical Colleges creating a Georgia Bioscience Technology Institute for training biomanufacturing and other bioscience specialists. These are but a few of the offerings throughout the public and private higher educational systems in Georgia. This chapter examines system-wide offerings of the state's public and private postsecondary educational institutions to supply graduates for openings in the bioscience. The academic major or primary field forms the basis for any analysis of the supply of bioscience graduates. Academic majors or primary fields of study that lead to degrees or certificates are constructed around what is called the classification of instructional programs (CIP). CIPs are hierarchically structured to organize similar fields of study into the same major grouping. This classification system has more than 1300 CIPs. Thus, one challenge is simply to cull this list to those CIPs that are most directly related to bioscience. This chapter reports information on graduates (or "completions" in educational studies nomenclature) by CIP for all public and private postsecondary institutions in the country. The number of graduates by program in these CIPs for 2004, 2005, and 2006 is extracted to produce and report a three-year average. This data comes from Integrated Postsecondary Education Data System (IPEDS), National Center for Education Statistics, US Department of Education. Bioscience Educational Program Definition The definition of bioscience education programs in this analysis is guided by the Battelle report's five categories of higher education bioscience degrees by discipline: agriculture, food, and nutrition science; biological sciences; biomedical sciences and engineering; medical and veterinary sciences; and other life science clinical/technical fields. The Battelle report does not specify the particular CIPs within these broad categories, however. This study uses the following criteria to identify CIPs that are relevant to the bioscience industry. Biomedical sciences and engineering: CIPs beginning with 14 Biological sciences: CIPs beginning with 26 plus 30.0101 (Biological and Physical Sciences) Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 16 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Medical and veterinary sciences: CIPs beginning with 51 that include the words/stems *science* or *clinical* or *laboratory*, *nutrition* and *science*, and *food* and *science* Agriculture, food, and nutrition science: CIPs beginning with 01 that include the words/stems *science*, *bio* and *science*, *bio* and *engin* plus 30.19.01 (Nutrition Sciences) Life science clinical/technical fields: all technicians or assistants in the previous four categories. In addition, we selected adjacent CIPs that were related to the programs extracted through above search term strategy. This process yields 70 bioscience programs that are listed in Table 3.1. Table 3.1. Bioscience Postsecondary Educational Programs CIP Description Category 01.0307 Horse Husbandry/Equine Science and Agriculture sciences Management 01.0901 Animal Sciences, General Agriculture sciences 01.0905 Dairy Science Agriculture sciences 01.0907 Poultry Science Agriculture sciences 01.0999 Animal Sciences, Other. Agriculture sciences 01.1001 Food Science. Agriculture sciences 01.1099 Food Science and Technology, Other. Agriculture sciences 01.1101 Plant Sciences, General. Agriculture sciences 01.1102 Agronomy and Crop Science. Agriculture sciences 01.1103 Horticultural Science. Agriculture sciences 01.1199 Plant Sciences, Other. Agriculture sciences 01.1201 Soil Science and Agronomy, General. Agriculture sciences 01.1202 Soil Chemistry and Physics. Agriculture sciences 01.1203 Soil Microbiology. Agriculture sciences 01.1299 Soil Sciences, Other. Agriculture sciences 14.0301 Agricultural/Biological Engineering and Biomedical sciences Bioengineering. 14.0501 Biomedical/Medical Engineering. Biomedical sciences 26.0101 Biology/Biological Sciences, General. Biological sciences 26.0102 Biomedical Sciences, General. Biological sciences 26.0202 Biochemistry. Biological sciences 26.0203 Biophysics. Biological sciences 26.0204 Molecular Biology. Biological sciences 26.0205 Molecular Biochemistry. Biological sciences 26.0206 Molecular Biophysics. Biological sciences 26.0210 Biochemistry/Biophysics and Molecular Biology. Biological sciences 26.0299 Biochemistry, Biophysics and Molecular Biology, Biological sciences Other. 26.0308 Plant Molecular Biology. Biological sciences Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 17 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 3.1. Bioscience Postsecondary Educational Programs CIP Description Category 26.0401 Cell/Cellular Biology and Histology. Biological sciences 26.0406 Cell/Cellular and Molecular Biology. Biological sciences 26.0407 Cell Biology and Anatomy. Biological sciences 26.0499 Cell/Cellular Biology and Anatomical Sciences, Biological sciences Other. 26.0502 Microbiology, General. Biological sciences 26.0503 Medical Microbiology and Bacteriology. Biological sciences 26.0504 Virology. Biological sciences 26.0505 Parasitology. Biological sciences 26.0506 Mycology. Biological sciences 26.0507 Immunology. Biological sciences 26.0599 Microbiological Sciences and Immunology, Other. Biological sciences 26.0801 Genetics, General. Biological sciences 26.0802 Molecular Genetics. Biological sciences 26.0803 Microbial and Eukaryotic Genetics. Biological sciences 26.0804 Animal Genetics. Biological sciences 26.0805 Plant Genetics. Biological sciences 26.0806 Human/Medical Genetics. Biological sciences 26.0899 Genetics, Other. Biological sciences 26.1101 Biometry/Biometrics. Biological sciences 26.1102 Biostatistics. Biological sciences 26.1103 Bioinformatics. Biological sciences 26.1199 Biomathematics and Bioinformatics, Other. Biological sciences 26.1201 Biotechnology. Biological sciences 26.1309 Epidemiology. Biological sciences 26.9999 Biological and Biomedical Sciences, Other. Biological sciences 30.0101 Biological and Physical Sciences. Biological sciences 30.1901 Nutrition Sciences. Biological sciences 51.0000 Health Services/Allied Health/Health Sciences, Medical sciences General. 51.0501 Dental Clinical Sciences, General (MS, PhD). Medical sciences 51.0599 Advanced/Graduate Dentistry and Oral Sciences, Medical sciences Other. 51.0801 Medical/Clinical Assistant. Clinical/technical 51.0802 Clinical/Medical Laboratory Assistant. Clinical/technical 51.1004 Clinical/Medical Laboratory Technician. Clinical/technical 51.1005 Clinical Laboratory Science/Medical Clinical/technical Technology/Technologist. 51.1010 Cytogenetics/Genetics/Clinical Genetics Clinical/technical Technology/Technologist. 51.1099 Clinical/Medical Laboratory Science and Allied Medical sciences Professions, Other. 51.1608 Nursing Science (MS, PhD). Medical sciences 51.2006 Clinical and Industrial Drug Development (MS, Medical sciences Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 18 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 3.1. Bioscience Postsecondary Educational Programs CIP Description Category PhD). 51.2009 Industrial and Physical Pharmacy and Cosmetic Medical sciences Sciences (MS, PhD). 51.2501 Veterinary Sciences/Veterinary Clinical Sciences, Medical sciences General (Cert.) 51.2509 Comparative and Laboratory Animal Medicine Medical sciences (Cert.) 51.2599 Veterinary Biomedical and Clinical Sciences, Other Medical sciences (Cert.) 51.9999 Health Professions and Related Clinical Sciences, Medical sciences Other Source: Classification of Instructional Programs, National Center for Educational Statistics. Georgia's Bioscience Graduates Averaged over the 2004-2006 time period, Georgia has more than 5,500 graduates in bioscience related programs annually. These graduates are spread across 33 of the 70 bioscience programs/majors as shown in Table 3.2.2 The two largest programs/majors which account for 83% of graduates -- are: 51.0801. Medical/Clinical Assistant (3328 graduates) 26.0101. Biology/Biological Sciences, General (1241 graduates). Table 3.2. Georgia Bioscience Graduates CIP Code CIP Title 01.0901 01.0905 01.0901 01.0905 01.0907 01.1001 01.1102 01.1103 01.1201 14.0301 14.0501 26.0101 26.0102 26.0202 26.0204 26.0210 Animal Sciences, General Dairy Science Animal Sciences, General Dairy Science Poultry Science Food Science Agronomy and Crop Science Horticultural Science Soil Science and Agronomy, General Agricultural/Biological Engineering and Bioengineering Biomedical/Medical Engineering Biology/Biological Sciences, General Biomedical Sciences, General Biochemistry Molecular Biology Biochemistry/Biophysics and Molecular Biology Georgia Graduates1 61 9 61 9 12 34 12 4 6 36 76 1,241 50 52 4 2 2 An analysis of the remaining programs that do not register graduates from Georgia institutions suggest that they all overlap with existing programs at Georgia higher educational institutions. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 19 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 3.2. Georgia Bioscience Graduates CIP Code CIP Title 26.0401 Cell/Cellular Biology and Histology 26.0407 Cell Biology and Anatomy 26.0499 Cell/Cellular Biology and Anatomical Sciences, Other 26.0502 Microbiology, General 26.0801 Genetics, General 26.1102 Biostatistics 26.1103 Bioinformatics 26.1201 Biotechnology 26.1309 Epidemiology 26.9999 Biological and Biomedical Sciences, Other 30.0101 Biological and Physical Sciences 30.1901 Nutrition Sciences 51.0801 Medical/Clinical Assistant 51.1004 Clinical/Medical Laboratory Technician 51.1005 Clinical Laboratory Science/Medical Technology/Technologist 51.1099 Clinical/Medical Laboratory Science and Allied Professions, Other 51.1608 Nursing Science (MS, PhD) 51.2501 Veterinary Sciences/Veterinary Clinical Sciences, General (Cert) 51.9999 Health Professions and Related Clinical Sciences, Other Total Bioscience Program Categories Agricultural, Food, and Nutrition Science Biological Science Biomedical Science and Engineering Medical and Veterinary Science Other Clinical/Technical 1Average number of graduates from 2004-2006. Source: Author analysis of IPEDS data, National Center for Educational Statistics Georgia Graduates1 17 1 1 38 29 9 22 7 62 26 33 11 3,328 87 47 3 4 4 184 5508 137 1603 112 195 3462 Georgia's bioscience programs are offered in nearly 100 institutions across the state. (See Table 3.3.) Georgia Medical Institute, Advanced Career Training, and University of Georgia have the largest number of graduates. University of Georgia also has the most programs (15) followed by Emory University with six. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 20 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 3.3. Georgia Institutions by Number of Bioscience Graduates Institution Graduates1 Programs Institution Type Abraham Baldwin Agricultural College 9 2 Public Advanced Career Training-Atlanta Campus 507 1 Private For Profit Agnes Scott College 11 3 Private Non-profit Albany State University 23 1 Public Albany Technical College 14 1 Public American Professional Institute 56 1 Private For Profit Andrew College 2 1 Private Non-profit Appalachian Technical College 13 1 Public Armstrong Atlantic State University 78 3 Public Athens Technical College 30 1 Public Atlanta Medical Institute 12 2 Private Non-profit Atlanta Metropolitan College 1 1 Public Atlanta Technical College 29 2 Public Augusta State University 31 1 Public Augusta Technical College 34 1 Public Berry College 36 2 Private Non-profit Brenau University 5 1 Private Non-profit Brewton-Parker College 3 1 Private Non-profit Career Education Institute-Marietta 94 1 Private For Profit Career Education Institute-Norcross 142 1 Private For Profit Central Georgia Technical College 80 2 Public Chattahoochee Technical College 12 1 Public Clark Atlanta University 41 2 Private Non-profit Clayton State University 49 2 Public Coastal Georgia Community College 5 1 Public Columbus State University 46 2 Public Columbus Technical College 26 1 Public Coosa Valley Technical College 28 1 Public Covenant College 11 2 Private Non-profit Dalton State College 29 2 Public Darton College 13 3 Public Dekalb Technical College 20 2 Public DeVry University-Georgia 3 1 Private For Profit East Central Technical College 12 1 Public East Georgia College 1 1 Public Emmanuel College 4 1 Private Non-profit Emory University 182 6 Private Non-profit Flint River Technical College 20 1 Public Fort Valley State University 40 3 Public Gainesville State College 4 2 Public Georgia College and State University 36 1 Public Georgia Institute of Technology-Main Campus 174 3 Public Georgia Medical Institute 635 2 Private For Profit Georgia Medical Institute-Atlanta Downtown 303 1 Private For Profit Georgia Medical Institute-Dekalb 165 2 Private For Profit Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 21 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 3.3. Georgia Institutions by Number of Bioscience Graduates Institution Graduates1 Programs Institution Type Georgia Medical Institute-Marietta Campus 119 1 Private For Profit Georgia Perimeter College 3 2 Public Georgia Southern University 89 2 Public Georgia Southwestern State University 12 2 Public Georgia State University 216 2 Public Griffin Technical College 20 2 Public Gwinnett College 60 1 Private For Profit Gwinnett Technical College 21 1 Public Heart of Georgia Technical College 13 1 Public High-Tech Institute-Atlanta 132 1 Private For Profit Kennesaw State University 66 3 Public LaGrange College 16 3 Private Non-profit Lanier Technical College 53 2 Public Life University 33 2 Private Non-profit Macon State College 4 3 Public Medical College of Georgia 36 5 Public Medix Schools 146 2 Private For Profit Mercer University 30 2 Private Non-profit Morehouse College 27 1 Private Non-profit Morehouse School of Medicine 6 2 Private Non-profit Moultrie Technical College 42 1 Public North Georgia College & State University 49 1 Public North Georgia Technical College 33 2 Public North Metro Technical College 14 1 Public Northwestern Technical College 12 1 Public Ogeechee Technical College 32 1 Public Oglethorpe University 8 1 Private Non-profit Okefenokee Technical College 27 2 Public Paine College 9 1 Private Non-profit Piedmont College 6 1 Private Non-profit Reinhardt College 14 1 Private Non-profit Ross Medical Education Center 79 2 Private For Profit Sandersville Technical College 4 1 Public Sanford-Brown Institute 171 1 Private For Profit Savannah River College 58 1 Private For Profit Savannah State University 14 1 Public Savannah Technical College 12 1 Public Shorter College 10 1 Private Non-profit South Georgia Technical College 16 1 Public Southeastern Technical College 22 2 Public Southern Polytechnic State University 3 1 Public Southwest Georgia Technical College 20 2 Public Spelman College 53 2 Private Non-profit Swainsboro Technical College 15 1 Public Thomas University 4 2 Private Non-profit Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 22 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 3.3. Georgia Institutions by Number of Bioscience Graduates Institution Graduates1 Programs Institution Type University of Georgia 426 15 Public University of West Georgia 54 1 Public Valdosta State University 54 1 Public Valdosta Technical College 24 2 Public Waycross College 2 1 Public Wesleyan College 6 1 Private Non-profit West Georgia Technical College 16 1 Public Westcentral Technical College 20 2 Public Westwood College-Northlake 15 1Average number of graduates from 2004-2006. Source: Author analysis of IPEDS data, National Center for Educational Statistics. 1 Private For Profit A map of large programs is shown in Figure 3.1. The map indicates that programs are available throughout the state though they are concentrated in the Atlanta area. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 23 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Figure 3.1. Map of Bioscience Programs at Postsecondary Educational Institutions in Georgia Note: circles represent the location of institutions with bioscience programs and are proportionally sized based on the average number of graduates in the 2004-2006 time period. Source: Author analysis of IPEDS data from the National Center for Educational Statistics Georgia's Relative Position in Bioscience Education Nationally there are about 186,000 bioscience graduates. Not surprisingly, California, Texas, New York, and Illinois have the largest number of graduates. These four states comprise 36% of bioscience graduates, slightly more than one would expect based on their population.3 Georgia ranks 10th in terms of number 3 These four states comprise nearly 31% of US population according to the Population Division, U.S. Census Bureau's annual estimates for the 2004-2006 time period. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 24 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech of bioscience graduates. Figure 3.2 presents a map of higher educational institutions with 250 or more bioscience graduates. Several Georgia institutions are prominent in this map. Figure 3.2. Map of Large Bioscience Educational Programs at Postsecondary Educational Institutions Note: circles represent the location of institutions with bioscience programs and are proportionally sized based on the average number of graduates in the 2004-2006 time period. Source: Author analysis of IPEDS data from the National Center for Educational Statistics Georgia's relative position in bioscience graduates can be examined by using an LQ that compares Georgia's proportion of bioscience graduates in its total graduate population averaged annually from 2004-2006 to the same proportion for the US. Table 3.4 presents this LQ analysis for the top states with 3000 or more bioscience graduates. LQs are shown at the broad bioscience program level (see Table 3.1 for a listing of the programs included in each category). Georgia's greatest competitiveness is in the clinical/technical category, and it is relatively weaker in the other four, and some say more bioscience (as opposed to health and elder care) centric categories. Indiana is most competitive in relative quantities of agriculture science graduates, Illinois in relative quantities of biological sciences graduates, Louisiana in relative quantities of biomedical science graduates, and New Jersey and Arizona in relative quantities of medical science graduates. These findings provide support Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 25 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech for a focused strategy in producing bioscience graduates. States such as Illinois, Arizona, and Florida have great strength in one particular area. Georgia also falls into this category. There is also support for a broad-based strategy in producing bioscience graduates. It is insightful to review the concentrations of bioscience graduates in these five categories in the states with the largest quantities of bioscience graduates. Table 3.4 shows that many of the states in this list meet, if not exceed, the national average in multiple categories. Seven states California, Texas, Pennsylvania, Michigan, Massachusetts, Missouri, Maryland have LQs above 1.00 in three categories. Five states Ohio, New Jersey, Indiana, North Carolina, and Louisiana have LQs above 1.00 in four categories. Virginia has an LQ above 1.00 in all five categories. Table 3.4. Competitiveness of Top US States Based on Numbers of Graduates in Broad Bioscience Program Categories Average LQs State Annual Agriculture Biological Biomedical Medical Clinical/ Graduates1 sciences sciences sciences sciences technical California 27,653 0.52 1.16 1.07 0.64 1.51 Texas 15,857 0.96 1.09 1.02 0.54 1.69 New York 13,402 0.86 0.88 1.19 1.45 0.86 Illinois 10,195 1.16 2.01 0.78 0.39 0.72 Florida 8,834 0.92 0.51 0.62 1.21 0.92 Pennsylvania 8,765 0.95 1.21 1.31 1.54 0.84 Michigan 7,015 1.19 0.90 1.41 0.87 1.33 Ohio 6,333 1.10 0.83 1.75 1.02 1.25 New Jersey 5,857 0.95 1.22 1.55 2.12 1.34 Georgia 5,508 0.66 0.78 0.78 0.53 1.28 Massachusetts 5,265 0.70 1.27 1.73 1.54 0.80 Virginia 4,611 1.08 1.43 1.12 1.35 1.06 Arizona 4,251 0.38 0.38 0.61 2.11 1.01 Indiana 3,734 1.79 1.05 0.99 1.03 1.32 Washington 3,609 0.71 0.74 0.63 0.99 1.04 North Carolina 3,461 1.45 1.10 1.52 1.56 0.39 Missouri 3,379 1.42 1.09 1.31 0.41 0.72 Maryland 3,316 0.73 1.33 1.95 1.68 0.68 Louisiana 3,221 1.53 1.67 2.04 0.87 1.45 1Average number of graduates from 2004-2006. Source: Author analysis of IPEDS data, National Center for Educational Statistics. The findings in Table 3.4 can be interpreted by analyzing Georgia's national ranking in producing bioscience graduates within the five program categories. Table 3.5 provides this ranking. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 26 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 3.5. Rankings of Numbers of Graduates in Broad Bioscience Program Areas Program Category Current Current Number Additional Numbers Rank1 Graduates1 Needed to Achieve Rank: 10th 5th Agriculture sciences 20 137 94 215 Biological sciences 13 1,603 300 2,193 Biomedical sciences 16 112 57 146 Clinical/technical 7 3,462 0 529 Medical sciences 25 195 367 686 1Current rank means average annual number of graduates 2004-2006. Source: Author analysis of IPEDS data, National Center for Educational Statistics. The table shows that Georgia ranks 10th among all states in the overall number of bioscience graduates. Since Georgia is the 9th largest state in terms of population, an overall bioscience ranking of 10th means that the number of bioscience graduates nearly proportional to the state's population. However when we compare Georgia's ranking in the five individual categories, Georgia ranks in the top ten states only in the clinical/technical category. In the other four categories Georgia's ranking varies from a low of 25th for medical sciences, to a high of 13th for biological sciences. To put these lower rankings in perspective, the rightmost two columns of Table 3.5 show the number of additional graduates the state would need to produce in order to achieve category rankings of 10th and 5th. In other words, if Georgia wished to achieve top five states in any of the other subcategories, the state would need to double, or more than double, the number of graduates in each of the four areas. Setting a more modest target of a ranking of 10th would require at least a 50% increase in three of the four categories: agricultural sciences, biomedical sciences, and medical sciences. Although the present level of bioscience graduates is, in general, adequate for the state's current needs, if the state were to set ranking among the top five states in one or more of the five subcategories as a goal, it would be necessary to increase very substantially the size of the state's higher educational bioscience programs. The analysis moves next to the more detailed program level. Table 3.6 arrays Georgia's bioscience program graduates against the national distribution of graduates in bioscience programs. Compared to the nation, Georgia has a higher concentration of graduates, and therefore is more specialized, in the programs highlighted in Table 3.6. The Georgia institutions with the most graduates in these programs are: 01.0905. Dairy science - University of Georgia Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 27 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech 01.0907. Poultry science - University of Georgia (also at Abraham Baldwin Agricultural College) 26.0801. Genetics, General - University of Georgia 26.1103. Bioinformatics - Georgia Institute of Technology 26.1309. Epidemiology - Emory University Table 3.6. Competitiveness of Georgia's Bioscience Postsecondary Programs CIP Description LQ 01.0901 Animal Sciences, General 0.55 01.0905 Dairy Science 2.19 01.0907 Poultry Science 2.65 01.1001 Food Science. 1.16 01.1102 Agronomy and Crop Science 0.58 01.1103 Horticultural Science 0.13 01.1201 Soil Science and Agronomy, General 0.64 14.0301 Agricultural/Biological Engineering and Bioengineering 1.31 14.0501 Biomedical/Medical Engineering 0.65 26.0101 Biology/Biological Sciences, General 0.99 26.0102 Biomedical Sciences, General 1.17 26.0202 Biochemistry 0.41 26.0204 Molecular Biology 0.13 26.0210 Biochemistry/Biophysics and Molecular Biology 0.11 26.0401 Cell/Cellular Biology and Histology 1.05 26.0407 Cell Biology and Anatomy 1.12 26.0499 Cell/Cellular Biology and Anatomical Sciences, Other 0.07 26.0502 Microbiology, General 0.74 26.0801 Genetics, General 2.80 26.1102 Biostatistics 0.75 26.1103 Bioinformatics 2.27 26.1201 Biotechnology 0.23 26.1309 Epidemiology 2.68 26.9999 Biological and Biomedical Sciences, Other 0.31 30.0101 Biological and Physical Sciences 0.11 30.1901 Nutrition Sciences 0.33 51.0801 Medical/Clinical Assistant 1.30 51.1004 Clinical/Medical Laboratory Technician 0.93 51.1005 Clinical Laboratory Science/Medical Technology/Technologist 0.69 Clinical/Medical Laboratory Science and Allied Professions, 51.1099 Other 0.08 51.1608 Nursing Science (MS, PhD) 0.04 51.2501 Veterinary Sciences/Veterinary Clinical Sciences, General (Cert.) 0.34 51.9999 Health Professions and Related Clinical Sciences, Other 0.81 1 Average number of graduates from 2004-2006. Source: Integrated Postsecondary Education Data System, National Center for Educational Statistics. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 28 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech On the other hand, Georgia lacks a competitive advantage in nearly 20 bioscience programs. The LQs associated with these programs are all noticeably below 1.00, the national average. In terms of specific programs, there are four programs with LQs below 1.00 that have some quantity of graduates and appear fundamental to the biosciences (which we present along with a brief description of the program from the National Center for Education Statistics, 2002): 14.0501 Biomedical/Medical Engineering: prepares individuals to apply mathematical and scientific principles to the design, development and operational evaluation of biological and health systems and products such as integrated biological systems, instrumentation, medical information systems, artificial organs and prostheses, and health management and care delivery systems. 26.0502 Microbiology, General: focuses on the scientific study of unicellular organisms and colonies, and subcellular genetic matter and their ecological interactions with human beings and other life. 26.0202 Biochemistry: focuses on the scientific study of the chemistry of living systems, their fundamental chemical substances and reactions, and their chemical pathways and information transfer systems, with particular reference to carbohydrates, proteins, lipids, and nucleic acids. 30.0101 Biological and Physical Sciences: either a general synthesis of one or more of the biological and physical sciences, or a specialization which draws from the biological and physical sciences. It could be argued that bringing these programs up to an LQ of 1.00 the national average could help the state meet its aspirational goals for bioscience by increasing its talent base of graduates. This position is a tenant of the economic development strategy to "lead with talent" in advance of current demand in emerging industries such as bioscience. Some observers maintain that this can be a risky strategy because at an early point in the economic development trajectory there may be too many graduates for the number of open positions. To assist the "lead with talent" strategy, we have calculated the number of graduates needed to meet national benchmarks in selected bioscience instructional programs with LQs of less than 1.00. These examples are as follows. Biological and Physical Sciences currently averages 33 graduates annually, and would need another 272 graduates to be at the national average Biochemistry averages 52 graduates annually, and would need 74 graduates to be at the national average Biomedical/Medical Engineering averages 76 graduates annually, and would need another 41 graduates to be at the national average Microbiology currently averages 38 graduates, and would need another 13 graduates to be at the national average Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 29 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Of course, one cannot look at the numbers of graduates in these programs solely in isolation. It is important to compare them to industry needs to gauge shortfalls of talent. This analysis is the subject of the next Chapter. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 30 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Chapter 4. Demand and Supply for Bioscience Occupations Because the bioscience industry is knowledge intensive, its ability to expand depends in part on having the right talent available to support this expansion. The USG has examined the extent to which mismatches between the demand for knowledge workers and the supply of university graduates exist in various occupations for more than 10 years. Supply-demand analysis can be used to help address large gaps between supply and demand arising when industry structure transforms, consumer tastes change, demand for products or services shifts, and/or technological advances occur. Labor mobility restrictions, rapid pace of change, and regional industrial concentrations can challenge industries on the rise to find the skills they need. Because of the lead time necessary in developing or expanding educational programs, it can be helpful to foresee potential gaps in demand for various types of jobs. This chapter uses long-term projections of employment in occupations in the bioscience industry and links these projections to present levels of graduates from bioscience major fields of study in the state's postsecondary educational institutions. Long-term projections draw on models of standard demographic, business, and economic trends. These projections can be used to identify any long-range mismatches between projected demand for certain types of workers and current supply of graduates. It does not take into account any changes that may occur in demand as a result of new and highly successful economic development business recruitment strategies which may expand the cluster in unexpected directions. We cannot pinpoint the extent to which out-of-state labor may migrate to Georgia to fill open positions in bioscience firms. Some number of Georgia graduates also leaves the state for other employment locations; Drummond and Youtie (2001) found that 72% of graduates in the 1993 to 1997 time period were found in the Georgia workforce database in 1998;4 however, this information is too dated to incorporate into the current study. The analysis does give us an initial look at any long-range employment disparities in the bioscience industry that could limit Georgia's economic development recruitment strategy. What is a Bioscience Occupation? Analyses of occupational talent needs typically begin from the Standard Occupational Classification (SOC) system. The SOC system was published by the Office of Management and Budget (OMB) in 1999 and is utilized by the US Bureau of Labor Statistics for portraying all occupational employment 4 The results of this analysis are judged to be too dated more than 10 years old to validly include in this analysis. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 31 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech information for current periods and 10 year projections. The SOC classifies all workers into more than 800 occupations. To facilitate classification, occupations are combined to form 23 major groups, 96 minor groups, and 449 broad occupations. Each broad occupation includes detailed occupation(s) requiring similar job duties, skills, education, or experience. The Battelle report specifies a bioscience occupation as one of 16 SOCs. (See Table 4.1.)5 Table 4.1. Bioscience Occupations SOC Code SOC Description Typical Training/ Degree Agricultural, Food and Nutrition Scientists and Technicians 19-1011 Animal Scientists Bachelor's 19-1012 Food Scientists and Technologists Bachelor's 19-1013 Soil and Plant Scientists Bachelor's 19-4011 Agricultural and Food Science Technicians Associate's Biological Scientists and Technicians 19-1022 Microbiologists Doctoral 19-1041 Epidemiologists Master's 19-1042 Medical Scientists, Except Epidemiologists Doctoral 19-1029 Biological Scientists, all other Bachelor's 19-4021 Biological Technicians Associate's Biomedical and Biochemical Scientists and Engineers 17-2031 Biomedical Engineers Bachelor's 19-1021 Biochemists and Biophysicists Doctoral Medical and Clinical Laboratory Technicians Medical and Clinical Laboratory 29-2011 Technologists Bachelor's 29-2012 Medical and Clinical Laboratory Technicians Associate's 51-9081 Dental Laboratory Technicians Long-term on-the-job training 51-9082 Medical Appliance Technicians Long-term on-the-job training 51-9083 Ophthalmic Laboratory Technicians Source: Battelle (2008) and author analysis. Moderate-term onthe-job training Occupational Forecasts The Georgia Department of Labor provides 10-year forecasts from 2004 to 2014 for nearly 780 occupations, including the 16 occupations listed in Table 5 The authors observed the Battelle report used the code 19-1010 which is a major category rather than an occupational code, so this analysis substituted the occupational code 19-1012. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 32 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech 4.1. Here we compare the Georgia forecasts with those provided by the US Bureau of Labor Statistics. 6 Table 4.2 shows that employment in these 16 bioscience occupations is expected to rise by 20% for Georgia compared to 13% for the nation. The fastest growing occupation in Georgia's future bioscience workforce is Medical Scientists (38%), followed by Food Scientists and Technologist (30%), Biomedical Engineers (27%), and Medical and Clinical Laboratory Technicians (29%) and Technologists (25%). Georgia is more specialized than the US in its concentration of Epidemiologists (LQ greater than two). Of Georgia's growth, about half is expected to be driven by the distinctive features of its local economy, with the other half expected to be driven by the national economy. Table 4.2. Georgia Bioscience Occupational Projections: 2004-2014 Employment % Growth LQ SOC Description 2014 2004-2014 2014 19-1011 Animal Scientists 63 19% 0.38 19-1012 Food Scientists and Technologists 262 30% 0.72 19-1013 Soil and Plant Scientists 371 11% 0.77 Agricultural and Food Science 19-4011 Technicians 719 16% 0.93 19-1022 Microbiologists 320 14% 0.59 19-1041 Epidemiologists 308 16% 2.15 Medical Scientists, Except 19-1042 Epidemiologists 601 38% 0.20 19-4021 Biological Technicians 830 0% 0.32 19-1029 Biological Scientists, all other 767 -2% 0.91 17-2031 Biomedical Engineers 132 27% 0.27 19-1021 Biochemists and Biophysicists 86 4% 0.13 Medical and Clinical Laboratory 29-2011 Technologists 6335 25% 1.20 Medical and Clinical Laboratory 29-2012 Technicians 5624 29% 1.15 51-9081 Dental Laboratory Technicians 2474 12% 1.59 51-9082 Medical Appliance Technicians 220 20% 0.58 51-9083 Ophthalmic Laboratory Technicians 1123 7% 1.29 Source: Georgia Department of Labor and the US Bureau of Labor Statistics Shortfall Analysis The shortfall analysis compares projected annual openings to the annual number of graduates that Georgia's postsecondary educational institutions (averaged over the 2004 to 2006 timeframe). Annual openings come from the 10-year growth forecasts and take into account net replacements of workers transferring from other occupations or leaving the workforce. Graduates of each program 6 The BLS occupational forecasts are for base year 2006 and projection year 2016. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 33 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech are distributed to related occupations by calculating an allocation factor for each program-to-occupation relationship based on the SOC-CIP Crosswalk. The method followed for linking supply and demand involves multiple rounds of matching.7 Looking at annual openings, there will be an estimated 770 openings in Georgia for bioscience positions in the next 10 years. Of these, 250 positions are not likely to be filled. (See Table 4.3.) Seven of the 16 occupations have shortfalls. The largest shortfalls are associated with the medical and clinical laboratory technologist occupation which typically requires a bachelor's degree. There are also some modest shortfalls projected for the dental laboratory technician and ophthalmic laboratory technician occupations, although these two occupations are strongly tied to on-the-job training in the health and elder care industries rather than the biosciences per se. If we take away occupations more in the health and elder care domain than in the bioscience domain, that reduces the shortfall to 158 positions. Table 4.3. Annual Openings, Graduates, and Shortfalls Occupation1 Annual Graduates Shortfall Common Openings Education/Training Medical and Clinical Laboratory Bachelor's degree Technologists 260 117 143 Long-term on-the- Dental Laboratory Technicians 80 26 54 job training Moderate-term on- Ophthalmic Laboratory Technicians 30 0 30 the-job training Long-term on-the- Medical Appliance Technicians 10 4 6 job training Agricultural and Food Science Associate degree Technicians 20 14 6 Medical and Clinical Laboratory Associate degree Technicians 250 244 6 Food Scientists and Technologists 10 7 3 Bachelor's degree Soil and Plant Scientists 10 10 0 Bachelor's degree Biological Scientists, All Other 30 30 0 Bachelor's degree Medical Scientists, Except Doctoral degree Epidemiologists 30 30 0 Microbiologists 10 10 0 Doctoral degree Biological Technicians 10 10 0 Associate degree Animal Scientists 0 0 0 Bachelor's degree 7 The process begins by applying an allocation factor, which is defined as the number of openings in the occupation divided by the total number of openings in all occupations related to the program. Once all programs are allocated, the number of graduates coming from all related programs is summed for each occupation. For some occupations the number of allocated graduates may exceed the number of openings. When this is the case the "excess" graduates are then reassigned to their original programs, in proportion to the size of the program. The process is repeated until the largest number of "excess" graduates is less than ten. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 34 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Table 4.3. Annual Openings, Graduates, and Shortfalls Occupation1 Annual Graduates Shortfall Common Openings Education/Training Biochemists and Biophysicists 0 0 0 Doctoral degree Biomedical Engineers 10 10 0 Bachelor's degree Epidemiologists 10 10 0 Master's degree 1Projections for job openings in the Agricultural and Food Scientist occupation were not available. Source: Author analysis of data from the National Center for Educational Statistics; Georgia Department of Labor. Table 4.4 presents descriptions of competencies required in these bioscience centric-occupations. Table 4.4. Bioscience-centric Occupations with Largest Shortfalls and their Specific Competencies Occupations Competencies Perform crucial laboratory testing in the detection, diagnosis, and treatment of disease. Technologists perform complex Medical and Clinical Laboratory Technologists chemical, biological, hematological, immunologic, microscopic, and bacteriological tests. Technicians may prepare specimens and operate automated analyzers, for example, or they may perform manual tests in accordance and technicians with detailed instructions. Dental Fill prescriptions from dentists for crowns, bridges, dentures, Laboratory Technicians and other dental prosthetics. Ophthalmic Make prescription eyeglass or contact lenses. Laboratory Technicians Medical Appliance Construct, fit, maintain, and repair braces, artificial limbs, joints, arch supports, and other surgical and medical Technicians appliances. Agricultural Work with related scientists to conduct research, and food development, and testing on food and other agricultural science products. Agricultural technicians are involved in food, fiber, technicians and animal research, production, and processing. Food science technicians assist food scientists and technologists in research and development, production technology, and quality control. Use their knowledge of chemistry, physics, engineering, Food Scientists microbiology, biotechnology, and other sciences to develop and new or better ways of preserving, processing, packaging, Technologists storing, and delivering foods. Source: US Bureau of Labor Statistics, Occupational Outlook Handbook, 2008-09 Edition. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 35 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech These shortfall numbers are moderately sizeable but not enormous. One interpretation of the analysis is that the greatest is bottlenecks have to do with laboratory work, although some of this deficit results from shared health care needs. The good news is that, not withstanding the need for laboratory and clinical technologists and technicians, Georgia has enough talent being produced from higher education to support an expansion of the bioscience industry. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 36 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech Chapter 5. Recommendations Introduction This study has presented industry, academic, and occupational analyses of the bioscience industry in Georgia. These analyses are presented relative to the Battelle report which has become the standard for studying the size and needs of the industry from a technology-based economic development perspective. By and large, the study shows that Georgia's higher education system is currently meeting the overall needs of the bioscience industry. The current level of higher education graduates is also sufficient to support a modest expansion of the industry over the next 10 years as projected by the Georgia Department of Labor. Strengths and Opportunities Georgia's bioscience industry has several strengths. The overall industry is moderately sized and relatively stable, undergoing only a modest decline in the last five years. Georgia's strong local economy has buoyed this industry, especially in medical device manufacturing and bioscience R&D and testing services. Future growth is projected for some sectors of ag-bio, pharmaceutical and medical device manufacturing, and testing and diagnostic laboratories. On the academic side, the state turns out more than 5,500 bioscience graduates and is competitively stronger than the national average in the broad clinical/technical category and particular ag-bio science programs. Georgia's higher education institutions have been innovative in their introduction of new programs including certificate programs at University of Georgia's College of Pharmacy and joint biomanufacturing and laboratory technicians program at Athens and Gwinnett Technical Colleges. On the occupational side, employment in bioscience occupations is expected to have somewhat higher growth in Georgia than in the nation. And the concentration of epidemiologists in the state is also a strength. With modest shortfalls predicted for bioscience occupations, the talent produced from higher education in Georgia supports a modest expansion of the bioscience industry. But Georgia's biosciences industry and talent situation also faces challenges. The lack of positioning of the state as a bioscience leader in any of the subsectors in the Battelle report, and lack of significant growth of the bioscience industry in the last five years are concerns. Low LQs in many of the bioscience sectors, including manufacturing and in R&D and testing services, suggest the state is not at pace with national trends in these industries. On the academic side, while Georgia produces a sizeable number of graduates, the state has not kept pace with the nation or other states with similar magnitudes of bioscience graduates. This weakness suggests that Georgia will be challenged to pursue a "lead Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 37 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech through talent" bioscience development strategy. Also competition for graduates from the health and elder care services sector presents a challenge for the future, especially for future medical and clinical laboratory technologists. Recommendations Monitor workforce supply and demand for medical and clinical laboratory technologists. Investigate program best practices and evaluate for appropriateness in University System of Georgia. Attention should be given toward addressing modest future shortfalls in the medical and clinical laboratory technologist occupation. (Refer to Table 4.4 for competencies associated with this occupation.) Georgia has some programs directly serving this occupation clinical laboratory science/medical technology/ technologist at Medical College of Georgia and Georgia Southern University, as well as Morehouse School of Medicine and Thomas University. In the 2003 bioscience study conducted by the authors (Drummond and Youtie, 2003), the medical and clinical laboratory technician occupation, typically served through two-year associates degrees, was identified as an important area of shortfall. Georgia is now served by some 60 institutions that offer medical and clinical assistant and clinical/medical laboratory technicians programs at the associate's degree level. These results suggest that shortfalls can be addressed through enhanced programmatic activity. We recommend monitoring and providing support for modest increases in bachelor's-degree and bachelor's-degree-plus certificate programs in the medical and clinical laboratory technologist area. Best practice examples should be investigated and evaluated for appropriateness. Examples of large programs in clinical laboratory science outside of Georgia include: Bachelor of Science in Clinical Laboratory Science / Medical Technology, University of Michigan-Flint, Nancy Gouin PhD, 810-762-3174 http://www.umflint.edu/hsa/med_tech/index.htm Louisiana State University, Louann Lawrence, PhD 504-568-4276 http://alliedhealth.lsuhsc.edu/clinicallaboratory/ Temple University (pre-master's certificate programs), refer to Table 5.1. Set broad-based goals for Georgia to become a top five producer of bioscience graduates in agriculture, biomedical engineering, biology, medical science programs This study has suggested that Georgia's higher educational system could set a broad-based goal to become a top five producer of bioscience graduates by increasing the quantity of graduates in the agriculture sciences, biological sciences, biomedical sciences, and medical sciences. This type of increase Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 38 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech certainly will require more faculty per student and additional course offerings. An example of a large program in each of these areas is shown in Table 5.1. Table 5.1. Examples of Bioscience Programs and Practices Area/Program Practice Contact Agriculture sciences Offers PhD concentrations in Robert Auge, PhD University of Tennessee crop sciences, horticulture, http://plantsciences.utk.edu Plant Sciences Program plant improvement and 865-974-7324 biotechnology Biomedical sciences Large number of faculty per Martha L. Gray, PhD MIT/Harvard student, diverse courses http://hst.mit.edu 617-253-4418 Biological sciences Graduate program in Andrew K. Vershon Rutgers University-New Microbiology and Molecular http://lifesci.rutgers.edu/~mm Brunswick/Piscataway Genetics g 732-445-5086 Medical sciences Multiple pre- and post- Peter H. Doukas, PhD Temple University certificate programs in http://www.temple.edu/pharm translational areas, drug acy_qara/index.html delivery, risk analysis, 267-468-8560 manufacturing, etc. Monitor the need for vaccine and immunotherapy graduates in support of the state's vaccine initiative The state of Georgia has created an initiative to advance its position in the emerging vaccines and immunotherapy technologies, The Next-Generation Vaccines and Therapeutics Initiative. The vaccine and immunotherapy area draws on multiple fields and Georgia has educational programs that feed these fields, including in microbiology, biology, chemistry, biomedical engineering, and the like. It is recommended that the state reinforce its focused strategy by monitoring the need for more vaccine and immunotherapy programs as the initiative moves forward. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 39 September 2008 Bioscience Workforce Educational Needs: Supply and Demand in Georgia Georgia Tech References Battelle, 2008, State bioscience initiatives 2008: Battelle, SSTI, BIO, Columbus: Battelle Memorial Institute. Accessed http://www.bio.org/local/battelle2008/, August 12, 2008. Commission for a New Georgia, 2004. Strategic Industries Task Force Final Report. Atlanta, GA: Commission for a New Georgia. Drummond, W. and Youtie, J. for the ICAPP Program, 1997, June. "Occupational Employment and Demand for College Graduates." Atlanta, Georgia: Georgia Tech Research Corporation. Drummond, W. and Youtie, J. for the ICAPP Program, 1999, June. "Occupational Employment, Demand for College Graduates, and Migration: A Statewide View." Atlanta, Georgia: Georgia Tech Research Corporation. Drummond, W. and Youtie, J. for the ICAPP Program, 2001, August. "Our Students and Alumni: Where Do They Come From and Where Do They Go." Atlanta, Georgia: Georgia Tech Research Corporation. Drummond, W. and Youtie, J. for the ICAPP Program, 2003a, June. "The Value of University System of Georgia Education." Atlanta, Georgia: Georgia Tech Research Corporation. Drummond, W. and Youtie, J. for the ICAPP Program, 2003b, June. "Supply and Demand of Human Capital for the Biosciences Industry." Atlanta, Georgia: Georgia Tech Research Corporation. Drummond, W., Lann, R., Youtie, J. for the ICAPP Program, 2008, February. "Aerospace Workforce Industry Supply and Demand in Georgia." Atlanta, Georgia: Georgia Tech Research Corporation. National Center for Education Statistics, 2002, April. Classification of Instructional Programs: 2000 Edition. Washington, DC: US Department of Education, http://nces.ed.gov/pubs2002/2002165.pdf US Department of Commerce, 2003, A Survey of the Use of Biotechnology in US Industry, Washington, DC: Government Printing Office. Youtie, J, Drummond, W., Laudeman, G., Nolan, N., Musiol, E, 2005, June. Logistics Centered Talent: A Perspective on Supply and Demand. Atlanta, Georgia: Georgia Tech Research Corporation. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 40