scholarly journals Early career performance and its correlation with gender and publication output during doctoral education

2019 ◽  
Vol 122 (1) ◽  
pp. 309-330 ◽  
Author(s):  
Jonas Lindahl ◽  
Cristian Colliander ◽  
Rickard Danell
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Publication Output ◽  
Research Performance ◽  
Early Career ◽  
Performance Differences ◽  
Selection Processes ◽  
Males And Females ◽  
Career Performance ◽  
Positive Effect

Abstract Publishing in peer-reviewed journals as a part of the doctoral education is common practice in many countries. The publication output of doctoral students is increasingly used in selection processes for funding and employment in their early careers. Against the backdrop of this development, the aim of this study is to examine (1) how performance during the doctoral education affect the probability of attaining research excellence in the early career; and (2) if there is performance differences between males and females in the early career and to which degree these gender differences can be explained by performance differences during the doctoral education. The data consist of Swedish doctoral students employed at the faculty of science and technology and the faculty of medicine at a Swedish university. Our main conclusions are that (1) research performance during the doctoral education has a positive effect on attaining excellence in the early career; (2) there is an interaction between publication volume and excellence during doctoral education suggesting that a combination of quantity and quality in doctoral students’ performance is indicative of future excellence; (3) there are performance differences in the early career indicating that males have a higher probability of attaining excellence than females, and; (4) this difference is partly explained by performance differences during the doctoral education.

Making social scientists, or not? Glimpses of the unmentionable in doctoral education

2014 ◽  
Vol 7 (3) ◽  
pp. 73-97 ◽  
Author(s):  
David Mills ◽  
Julia Paulson
Keyword(s):  
Doctoral Students ◽  
Higher Education Policy ◽  
Doctoral Education ◽  
Skills Training ◽  
Early Career ◽  
Policy Reforms ◽  
Social Scientists ◽  
The Social ◽  
The Face ◽  
Research Students

Recent research on doctoral education in the U.K. has revealed the increasing number and diversity of academic relationships that shape the lives of research students, and students' own role in activating, mobilising and maintaining these relationships. Higher education policy reforms promoting doctoral 'skills training', interdisciplinary communities, thematic centres and supervisory teams, all create new networks for students to negotiate. Often beneficial and supportive, this article explores the 'unmentionable' consequences of relationships that gradually go awry.This study began as a project exploring the everyday experiences of doctoral students and early career researchers in the Social Sciences within the U.K. As the research unfolded, we began to encounter accounts of neglect, exploitation and denigration. While such stories have long been part of postgraduate life, their seeming persistence in the face of robust quality assurance and supervisory codes needs further exploration. We offer three portraits of difficult doctoral journeys to explore these 'unmentionable' experiences and explore whether they are linked to growing institutional and career pressures on academics to prioritise research 'productivity'.

Disrupting hegemony in social work doctoral education and research: Using autoethnography to uncover possibilities for radical transformation

2020 ◽  
pp. 147332502097334
Author(s):  
Austin Gerhard Oswald ◽  
Sarah Bussey ◽  
Monica Thompson ◽  
Anna Ortega-Williams
Keyword(s):  
United States ◽  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Research Training ◽  
Personal Narratives ◽  
The United States ◽  
Early Career ◽  
Academic Context ◽  
Social Work Research

Social work has enhanced its profile in the United States by adopting a particular dialect of scientific inquiry wherein positivism and evidence-based practice are considered gold standards of social work research and practice. This ideological shift permeates doctoral education and research training, as well as social work more broadly. Little attention, however, is paid to the pedagogical approaches used to train doctoral students into a “science of social work,” and we know even less about critical methodologies in doctoral education. This collaborative autoethnography weaves together the personal narratives of three doctoral students and one early career faculty member navigating an academic context within a large public university in the United States. We employ a participatory and intersectional approach to analyze narrative data in terms of how our identities interact with the structures relevant to where we study and work. Three themes emerged from our collaborative analysis: becoming disillusioned by disciplinary shortcoming; confronting dissonance with radical solidarity; and making change on the inside using perspectives from the outside. We argue throughout that critical reflexivity is a tool to document, resist, and transform hegemonic discourse that narrowly defines what it means to embody social work research, practice, and education.

scholarly journals For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China

2021 ◽  
Vol 13 (3) ◽  
pp. 1333
Author(s):  
Xiantong Zhao ◽  
Hongbiao Yin ◽  
Chenyang Fang ◽  
Xu Liu
Keyword(s):  
Sustainable Development ◽  
Mixed Method ◽  
Research Performance ◽  
Ecological Systems ◽  
Early Career ◽  
External Factors ◽  
The Sustainable Development ◽  
Factors Affecting ◽  
Mixed Method Design ◽  
Good Research

Early career academics are the key agents for the sustainable development of higher education institutions. In China, those who were educated overseas and have returned to Chinese universities to seek academic positions are becoming a fast-growing group. Good research performance is critical to survive in the increasingly competitive environment in academia. Improving research performance requires an understanding of the factors that facilitate or inhibit research performance. In the light of Bronfenbrenner’s ecological systems theory, this study, using a mixed-method design (20 interviewees and 136 respondents), elaborates on a number of external factors affecting returned early career academics’ research performance. Understanding these factors is helpful for the building of a favorable environment that can improve the research performance of the returned early career academics, and hence the sustainable development of universities.

Career Goal Profiles of Early Career Scientists: A Person-Centered Approach

2021 ◽  
pp. 089484532110172
Author(s):  
Ruth Noppeney ◽  
Anna M. Stertz ◽  
Bettina S. Wiese
Keyword(s):  
Doctoral Students ◽  
Latent Profile Analysis ◽  
Academic Career ◽  
Profile Analysis ◽  
Early Career ◽  
Career Goal ◽  
Transition Analysis ◽  
Flat Profile ◽  
Career Options ◽  
Person Centered Approach

Obtaining a doctorate offers various career options. This study takes a person-centered approach to identify interest profiles. Career goals (professorate, entrepreneur, etc.) were assessed at two time points (1-year interval) in a sample of doctoral students and doctorate holders from the STEM fields in German-speaking areas ( NT 1 = 2,077). Latent profile analysis revealed that a four-profile solution provided the best data fit: At T1, 33.0% of the participants aimed for a management position in industry, 16.9% pursued an academic career, 30.1% were interested in activities without leadership responsibilities, and 20.1% had a relatively flat career-goal profile. Latent transition analysis indicated that most changes occurred for those classified into the flat profile, while strong interest in a management career was very stable over time. Additionally, the attainment of the doctorate seemed to be a good predictor for profile membership: Doctorate holders were more likely to be clearly dedicated to an academic career.

Predicting the research performance of early career scientists

2019 ◽  
Vol 121 (3) ◽  
pp. 1481-1504 ◽  
Author(s):  
Danielle H. Lee
Keyword(s):  
Research Performance ◽  
Early Career

scholarly journals Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

10.28945/2347 ◽  
2016 ◽  
Vol 11 ◽  
pp. 015-034 ◽  
Author(s):  
Meghan J. Pifer ◽  
Vicki L. Baker
Keyword(s):  
Literature Review ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Faculty Members ◽  
Multiple Stakeholders ◽  
Program Administrators ◽  
The Past ◽  
Theory To Practice ◽  
Apply Theory ◽  
Recommendations For Practice

Studies of doctoral education have included an interest not only in processes, structures, and outcomes, but also in students’ experiences. There are often useful recommendations for practice within individual examinations of the doctoral experience, yet there remains a need to strengthen the application of lessons from research to the behaviors of students and others engaged in the doctoral process. This paper is the first to synthesize research about doctoral education with the particular aim of informing practical strategies for multiple stakeholders. In this article, we summarize findings from a literature review of the scholarship about doctoral education from the past 15 years in a stage-based overview of the challenges of doctoral education. Our aim is to apply theory to practice through the systematic consideration of how research about doctoral education can best inform students and those who support them in the doctoral journey. We first present an overview of the major stages of doctoral education and related challenges identified in the research. We then consider key findings of that research to offer recommendations for doctoral students, faculty members, and administrators within and across stages.

scholarly journals The patterns of the dropout of doctoral students

2019 ◽  
Vol 9 (2) ◽  
pp. 288-302
Author(s):  
Fruzsina Szigeti
Keyword(s):  
Social Sciences ◽  
Doctoral Students ◽  
Doctoral Education ◽  
National Database ◽  
The Past ◽  
The Arts ◽  
Human And Social Sciences ◽  
Hungarian Population ◽  
Higher Educational ◽  
Informational System

Compared to the trends of the OECD countries, the proportion of graduated higher educational students is low in Hungary, especially in the doctoral education; however, the need for doctoral education has been increased due to the expansion in the past two and half decades. According to the report of the European Committee, the ratio of those having a PhD degree is 0.8 per mille among the 25- to 34-year-old Hungarian population that is not advantageous. As a causal factor, the dropout can be detected. The aim of my investigation is to detect the pattern of the dropout of the doctoral students. Who are those who quit their studies before finishing it? In which field is the ratio of graduation the lowest? I hypothesize that approximately one fifth of the students enrolled for a doctoral course quit their studies during the education. According to the educational fields, the dropout ratio is the lowest in the natural, medical, and agricultural sciences, whereas it is the highest in the arts, human, and social sciences. The basis of the current research is provided by a huge national database entitled Higher Educational Informational System, containing the data of doctoral students enrolled in the autumn semester of the school years 2010/2011 and 2014/2015.

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