StatGuy2000 said:
@CrysPhys , you've given some examples above about students choosing a supposedly "hot" area while in university, only for the demand to dry up by the time they graduate. Can you give examples you know of personally of the opposite -- students who chose, for whatever reason, to pursue studies in a "cold" area (i.e. in low demand at the time said students entered school) who found upon graduation was suddenly in very high demand?
The following is a considerably simplified account of one example.
~1989~1990 was a pivotal period in the computer and telecommunications sectors. Before then, major companies in those sectors thought it was necessary to have their own in-house R&D and manufacturing capabilities, including wafer fabrication, for microelectronic devices. Consequently, there were good opportunities for physicists, chemists, materials scientists and engineers, and electrical engineers in microelectronics.
Telcom companies had invested a lot of capital building out fiber-optic networks. Many thought the current generation of devices would provide ample bandwidth to meet customer demand, and further investment in microelectronics was not justified. Computer companies were becoming increasingly alarmed at the projected costs of developing the next generation of wafer fabrication: it would be more profitable to design chips and outsource fabrication to foundries.
Many major corporations came to the realization that the biggest profits were in systems, software, and services; they slashed the budgets (and workforce) for microelectronics. At the same time, government agencies also started shifting funds away from microelectronic devices and materials to software. So if you were entering college ~1990 or so, microelectronics was not looking so great as a sure bet for a job. But by ~1995 or so, InterNet and mobile telecommunications traffic was climbing; network and data processing capacities were stressed; and new generations of devices, including new generations of wafer fabrication and materials, were in great demand (including integrated circuits based on silicon and compound semiconductors, and optoelectronics devices based on compound semiconductors and more exotic materials). Students who had followed their passions for microelectronics years earlier were in great demand upon completion of school. [ETA: At least until ~2000~2001, when many were laid off. As I've discussed in several threads, getting a job upon completion of school is just the first step; maintaining a career over many decades is an entirely different story.]
[There are similar examples for antenna engineers and RF engineers. The future looked grim several years before the market for mobile telecommunications exploded.]