Serving many masters: The PhD on the labour market, the everlasting need of inequality, and the premature death of humboldt

The paper addresses the processes and outcomesof doctoral training and their impact on thesubsequent careers and work affiliations ofdoctoral degree holders on the bases of theresults of the first large scale survey amongthis target group in Germany. It assesses theGerman experience with the doctoral degree as aticket to multiple journeys on the labourmarket inside and – quantitatively moreimportant – outside academe. Links between`traditional' inequalities in the framework ofthe equality of opportunity discourse,`non-traditional' inequalities in the frameworkof the life-cycle discourse, transition toemployment and advanced career stages, areaddressed. The overall picture that derivesfrom the survey results shows a quite positiveoutcome of the PhD on the labour market. By andlarge, PhD matters if we compare doctoraldegree holders and graduates. Selectionfor doctoral training is biased by socialorigin while later career attainment amongPhD-holders is not. Thus, the `need ofinequality' is mainly satisfied by respectiveselection processes within the educationalsystem. In contrast, the analysis supports the`entry-job hypotheses' that suggests asignificant impact of early career stages onlater stages. The analysis shows as well that adeviation from continuous full-time employmentis a clear career hindrance.     

Industry and PhD engagement programs: inspiring collaboration and driving knowledge exchange

Universities are breaking away from the academic apprenticeship-type PhD model towards more individualised and collaborative programmes. Papers published in peer-reviewed academic journals on this topic were compiled to investigate the conversation surrounding PhD reform. Important considerations derived from the literature were that PhD programmes should encourage candidates to rethink their professional identity, acquire an interdependent suite of skills from a range of contexts and set goals in multiple working environments. Continued commitment to programmes that recognise the converging similarities and interdependencies between research and industry was supported, but with a flexible approach in order to maintain the uniqueness of the PhD as a process where academic identity is formed and academic rigour is respected as an important outcome. Best practice might be aimed at offering work placements in multiple environments to keep professional identities current. Areas for further exploration include perceived challenges, benefits and concerns when engaging in collaborative programmes.     

我国毕业博士职业选择与发展影响因素的实证研究——以涉农学科为例

利用已毕业博士的调查数据,探究个人特征和博士生教育经历对博士职业选择与发展的影响,结果表明:有学术职业期望、论文发表更多、积极参与学术交流活动、得到充足导师指导的博士更有可能选择学术职业;男性、父亲单位类型为民营、三资、私营企业、东部生源、有学术参与和非学术参与经历、论文发表更多、得到充足学校支持的博士毕业后会获得更好的职业发展。此外,影响学术和非学术劳动力市场中博士职业发展的关键因素、博士职业发展客观表现和主观匹配的影响因素存在差异。     

Constructing an academic identity in Australia: an autoethnographic narrative

This paper examines the process of academic identity construction experienced by a Chinese PhD student in an Australian university from 2010 to 2014. The researcher draws on his diaries written in Australia and uses some stories of the relationships with his supervisors and other scholars to unfold the process of his academic identity construction in a host academic community. Two years on, the researcher reflects on the challenges confronted during his candidature, exploring the Australian PhD education system from within. This study will help educators and supervisors to understand an international higher degree research student’s gradual academic identity construction as a cultural Other in the context of globalized higher education systems, and it will contribute to the mutual understanding between supervisors and international research students, as well as supervisors’ professional supervision in a globalized higher education context.     

Examining the Creative Arts Doctorate in Australia: Implications for supervisors

Abstract

One of the significant roles performed by the higher degree research (HDR) supervisor is to assist students to prepare their dissertations for examination. At a time when there is increasing interest in how the academy manages the transition of creative arts HDR candidates from apprentice to peer, there is also concern about the processes, practices, and policies associated with this largely under-researched area of research training. In a recent national Office of Learning and Teaching funded project, we investigated the policy expectations, expert and peer beliefs and expectations, and examiners’ practice around HDR examination, and canvassed the creative arts academic community for their recommendations on best practice in the examination of creative arts doctorates. An unexpected finding was the role of the HDR supervisor in relation to these key areas, and the impact of supervisors upon the examination of students’ theses. This article presents our findings with special reference to the role, understandings, and aspirations of HDR supervisors in the context, and process, of preparing their students for creative arts HDR examination.     

英国工程博士的主要特征和再定位

1992年英国设立第一个工程博士项目,此后发展较为迅速,对行业、企业、大学和博士生都产生了正面的影响。英国工程博士项目不同于通常意义上的专业博士项目,具有自己的一些特征,为此英国工程博士协会不支持一些机构将工程博士项目归类为专业博士学位,并一直为其再定位而努力。英国工程博士项目的优点为:产学研合作共同培养博士生、严格的标准和项目的整合性。我们应学习和借鉴英国工程博士项目的成功经验,改革和完善工程博士项目。     

基于岗位能力培养的专业课程教学研究与实践

岗位能力是影响就业能力的主要因素,专业课程的学习过程是培养岗位全面能力的重要环节.在基于岗位能力培养的专业课程设计中,应打破专业知识的系统性,使之与岗位能力培养过程相适应.以＂金属切削方法与设备＂课程为例,分析了基于岗位能力培养的课程教学改革的实施过程.     

Relevance,challenge and motivation: The ingredients of a novel managerial development program

The Division of Information and Academic Services (DIAS) is a large service division (over 400 staff) at Queensland University of Technology (QUT). In 2002 it supported a novel one‐month rotation of roles by the three department directors. The rotation was conceived as an important professional development opportunity for each of the directors and by example, to other divisional staff. It was also designed to fast track a more collaborative culture across the Division and identify opportunities for improved services. The three‐way nature of the exchange created a particular tension and a unique learning opportunity. Each director simultaneously played the role of novice manager, critical friend and reflective observer. The learning opportunity was relevant because it was contained within the one institutional culture. It was challenging because it demanded a shift in professional perspective, and motivating because it fostered a collegial working environment where change was welcomed, supported and reinforced. Overall, the directors and the staff viewed the rotation positively. Each director gained a better understanding of the operations the other departments either through direct engagement in a “host” department or by inclusion in three‐way director debriefing sessions. The initiative was evaluated using a third party process to gather feedback from the staff involved. Some important opportunities for collaboration have been identified and implemented. All three directors have emerged from the experience feeling better able to seek and offer advice about management and organizational issues. There is greater empathy for the challenges inherent in each of the departments and a greater willingness and confidence to accept a divisional responsibility for complex cross‐departmental projects. Increasingly, there is a collective and shared understanding of how to get things done across the organization. Most importantly, it suggests a novel model of academic development that has the potential for broader application.

La Division of information and Academic Services (DIAS) constitue un vaste service (plus de 400 employés) de la Queensland University of Technology (QUT). En 2002, elle a mis en place une nouvelle rotation mensuelle en qui a trait au rôle des trois directeurs de départmant La rotation était conçue comme une opportante de développment professionnel pour chacun des directeurs et, à titre d’exemple, pour les autres membres du personnel de la division. Elle visait aussi à accélérer la mise en place d’une culture davantage collaborative dans l’ensemble de la division, en plus d’identifier des opportunités pour ameéliorer les services. La nature tridimensionnelle du changement a ceéé une opportunité d’apprentissage unique et fut paticulièrement pertinente parce qu’elle avait lieu à l’intérieur d’une culture institutionalle. Chaque directeur jouait simultanément le rôle d’apprenti‐gestionnaire, d’ami critique et d’observateur réflexif. L’initiative a été évaluée par l’entremise d’un processus impliquant des tierces parties de façon à recueillir des informations auprès du personnel impliqué. Les trois directeurs sont ressortis de l’expérience avec une plus grande empathie en ce qui a trait aux défis inhérents à chacun des départments, ainsi qu’une plus grande volonté et confiance relativement à leur attribution de responsabilités divisionnelles pour des projets inter‐départementaux complexes. De plus en plus, il existe une compréhension collective et partagée des dimensions relatives à l’accomplissement de certaines tâches ausein de l’organisation. De façon importante, ceci suggère un nouveau modèle de développement académique, lequel a un potentiel correspondant à des applications plus vastes.     

关于申请博士学位标准的调查及启示

随着我国研究生教育特别是博士生培养规模的快速发展,申请博士学位的标准也在不断地调整与优化。实践中,执行申请博士学位标准的效果如何?博士生有哪些诉求?文章基于博士学位标准的问卷调查,结合历次学位标准的主要变化,阐述了博士研究生培养不同发展阶段学位评定的主要依据和具体做法,分析了要求博士生公开发表学术论文的起因、积极影响、成效,以及申请学位限制性条件的历史必然性和负面影响,就新形势下进一步修订完善申请博士学位标准给出建议。     

Examining the engagement of career academy and comprehensive high school students in the United States

Abstract

The purpose of this study was to compare the levels of student engagement of career academy students to those at a traditional comprehensive high school using propensity score matching and structural equation modeling. We found that academy students had significantly higher levels of emotional engagement and significantly lower levels of behavioral engagement than those at comprehensive schools. We also found no statistically significant differences in the levels of cognitive engagement of academy students compared to comprehensive school students. We believe the academy model has the promise of transforming the high school experience for students as it relates to their attachment to the school, their relationships with peers and teachers, and their sense of belonging and safety. However, academies need to work with students to create and develop co-curricular and extracurricular activities of interest to engage students in their schools at a higher level.     

培养规模和就业变化对博士生教育的影响研究

由于学术内外劳动力市场的联动变化引发了博士就业的多样化,博士生教育近年来受到了广泛的关注。论文分析了关中等部分经舍组织成员国博士生培养规模和就业的变化趋势,在此基础上探讨了培养规模和就业变化对博士生教育的影响,进而为我国博士生教育的未来改革提出了建议。     

青岛职业技术学院2005年毕业生职业倾向测试调查报告

以毕业生职业倾向测试调查报告的方式摸清大学生的择业意向及择业心理定位,从而有的放矢地对毕业生择业开展指导,为毕业生顺利择业铺路架桥。     

Completing a PhD by publication: a review of Australian policy and implications for practice

There is increasing impetus for higher-degree-by-research students to publish during candidature. Research performance, including higher degree completions and publication output, commonly determines university funding, and doctorates with publishing experience are better positioned for a career in softening academic labour markets. The PhD by Publication provides a pathway for candidates to foster and demonstrate their publishing capabilities. It also provides existing academics a means of achieving doctoral status while managing the ‘publish or perish’ milieu endemic to their work. This paper clarifies the precise nature and significance of the PhD by Publication pathway in the Australian context and discusses the associated benefits and problems, enriched by personal experience. It summarises factors pertinent to assessing the pathway's suitability. The review of current policy suggests institutional guidelines in universities nationwide are inadequate for producing theses of comparable quality to conventional dissertations and capitalising on the pathway's significant benefits.     

Departmental academic support for doctoral students in Russia: Categorisation and effects

Departmental academic support plays an important role in a doctoral journey. However, different types of support may be related to different outcomes. This paper aims to provide a categorisation of types of departmental academic support and analyse the relationship between these different categories of support and doctoral students' confidence that they will complete their dissertations. The empirical base for the research is data from a cross-institutional survey of doctoral students at six Russian universities. Based on the results of latent class analysis (LCA), we distinguished six types of departmental academic support depending on the functions performed by supervisors, other faculty members and department heads. Consistent with previous research, we found that departmental academic support plays a crucial role in doctoral students' experiences and outcomes, while lack of support is related to a lower level of confidence about completing a dissertation. At the same time, our results provide evidence that excessive collective engagement in doctoral students' work from departmental staff may be less effective than the strong engagement of a supervisor, assisted by informational support from other staff members.     

Becoming an academic: the role of doctoral capital in the field of education

This paper draws on Bourdieu’s concepts of field, capital and habitus to examine the learning and enculturation of alumni of a Canadian PhD programme in the discipline of Education. We introduce the concept of doctoral capital to help explain how and why some PhD graduates go on to secure faculty positions and others do not. Our research suggests that certain existing and acquired academic practices, attributes, dispositions and behaviours collectively form a type of doctoral capital that alumni can then use in the academic marketplace.     

知识转型背景下博士生教育困境与对策展望

博士生教育规模急剧增大以及就业去向多元化顺应了知识生产模式转型的要求,但也使得传统的博士生教育面临新的困境：博士生“量”的增长未能带来“质”的提升;博士生“就业期望”难以在“就业现实”中实现。基于此,提出适当调控博士生培养速度,保持劳动力市场的供需平衡;调整博士生培养方案,注重博士生教育的内涵式发展;推动高校与企业界的合作,拓宽博士生非学术职业路径。     

The doctoral viva voce as a cultural practice: the gendered production of academic subjects

This article reports on a recent small‐scale phenomenological study into the student experience of the doctoral viva voce. It was prompted by strong concerns about viva voce processes on the part of a Director of Graduate Studies in an English university. The study involved semi‐structured interviews with 20 respondents from eight English universities in a range of disciplinary areas. An initial analysis of the interviews illuminated the powerful affective dimensions of the viva voce and the gendered nature of its processes. Resisting the binary separation of reason and emotion, the paper draws upon discursive theories of affect, gender and subjectivity to consider the affective economies that are illuminated in this data and suggests that this involves the reproduction of gendered hierarchies.     

Engagement and academic promotion: a review of the literature

Universities in Australia are becoming increasingly concerned with their reputation as ‘engaged’ institutions. Yet there is significant confusion about what this idea of ‘engagement’ means and no clear way of measuring or reporting it. In part, this is because of the nature of engagement itself which is dependent on local context, partnerships and communities. This presents a difficulty for academic staff undertaking engaged work within institutions and stresses the need for institutions to develop internal processes that clearly articulate definitions of engagement, set out performance expectations and provide processes for the reward and recognition of the scholarship of engagement. In a sector increasingly concerned with the outputs of research as measurable by publication bibliometrics and grant income, the sometimes difficult to measure outcomes of engaged work can become relegated and dismissed. As part of a project to articulate performance expectations in the area of the scholarship of engagement for academic promotion at the University of Wollongong, researchers undertook an extensive international literature review to learn what had been done in this area previously and to identify issues of concern. This paper sets out the findings from this review, considers the implications of engaged scholarship for academic promotion and suggests some possible ways forward for institutions and staff working in this area.     

Hunt the shadow not the substance: the rise of the career academic in construction education

Construction education is context-laden, navigating and reflecting the byzantine influences of period, place and person. Despite considerable rhetoric, in UK higher education and construction studies in particular the importance of contextualized teaching is being devalued. Over the past decade a growing number of new teaching staff to university lecturing has limited or no industrial experience of the construction sector. This paper explores the rise of the career academic in construction education and implications for teaching standards and student learning. Whilst career academics exhibit research skills and afford funding possibilities that universities find appealing, pedagogical studies suggest that experience-led, contextualized teaching offer students enhanced educational value. Policy-making and pedagogical strategies that continue to value research at the expense of teaching excellence coupled with recruitment of career academics as opposed to industry professionals present new challenges for construction education, teaching and student learning.     

Drs. Strangelove or: How We Learned to Stop Worrying and Love the Job Search Process

The purpose of this paper is to provide prospective job applicants in higher education and others interested in the job search process with an account of three individuals' job search experiences. First, we outline our experiences and career goals as all but dissertation (ABD) candidates. Second, we sketch the steps that we took in the job search process: applying, interviewing, and receiving and responding to offers. Third, we compare and contrast our successful (received an interview) and unsuccessful (did not receive an interview) applications in ways to help understand the job search process. These comparisons include the level at which positions were advertised, percentage match for advertised positions, reasons for submitting applications, and time variables for the job search process. Finally, we offer suggestions for prospective applicants and search committees.