Gendered knowledge in fields and academic careers

Women and men often contribute differently to research knowledge. Do differences in these contributions partially explain disparities in academic career outcomes? We explore this by looking at how gender is embodied in research language, and then ascertain whether the adoption of more gendered research language affects career outcomes beyond the researcher's attributes. We identify different forms of gendered knowledge—gender referents (explicit references to sex and gender) and gender-associated terms (words that are implicitly associated with women or men researchers)—by applying natural language processing techniques to nearly one million doctoral dissertations published in the United States between 1980 and 2010. We then determine whether employing gender referents and gender-associated terms affects the course of PhDs’ ensuing careers. We find women researchers have lower chances of securing academic positions than men in every field; explicit references to women as research subjects are modestly rewarded in comparison to references to men; and more career opportunities are afforded to research knowledge associated with men. These results suggest that academia is slowly correcting the traditional and explicit bias of studying men at the exclusion of women. Still, there remains a stronger implicit bias against knowledge associated with women scholars. We discuss relative differences between humanities and social sciences versus natural sciences, technology, engineering, and math, as well as potential treatments for offsetting bias in those fields.     

Academic careers, patents, and productivity: industry experience as scientific and technical human capital

We examine career patterns within the industrial, academic, and governmental sectors and their relation to the publication and patent productivity of scientists and engineers working at university-based research centers in the United States. We hypothesize that among university scientists, intersectoral changes in jobs throughout the career provide access to new social networks and scientific and technical human capital, which will result in higher productivity. For this study, the curriculum vitae of 1200 research scientists and engineers were collected and coded. In addition, patent data were collected from the U.S. Patent and Trademark Office. The overarching conclusion from our analysis is that the academic scientists’ and engineers’ research careers we studied are quite different than characterized in the research productivity literature that is a decade or more old. The wave of center creation activity that began in the early 1980s and continues today has resulted not only in greater ties between universities and industry, but also markedly different academic careers.     

科研人员职业生涯学术表现的差异性研究

本文选择病毒学领域职业生涯超过30年的736名学者,以5年为一个时间窗划分为6个阶段,在分析每个阶段学者在生产力、影响力和合作能力的变化规律的基础上,运用Aspin-Welch检验,探讨不同阶段学者的学术表现究竟是否存在差异。研究结果表明,科研人员在30年的职业生涯中,学术表现存在显著差异性。分析科研人员职业生涯不同阶段的学术表现差异,有助于科研管理者更好地了解人才成长轨迹,为科技人才评价提供政策依据。     

我国科研人员职业生涯成长轨迹与影响因素研究

本文对我国科研人员职业生涯的成长轨迹与影响因素开展定量研究,以科研人员获得博士学位的时间为基点,采用事件史分析方法分析科研人员职业生涯中的若干重要节点和事件,包括职称晋升、第一次重要学术产出、第一次获得荣誉奖励以及第一次担任行政或学术职务等关键事件。在此基础上,进一步分析个人家庭因素（性别、孩子状况和配偶文化）、教育背景因素（毕业院校、导师身份和博士后经历）以及社会环境因素（工作单位、流动状况和学科领域）等对科研人员职业生涯成长的影响状况。结果发现,科研人员职业生涯成长过程中的“累积效应”依然明显,如毕业院校、博士后经历等教育背景都会对科研人员职业生涯的成长产生正向影响;师承效应在科研人员职业生涯发展中发挥重要作用;流动经历增加了科研人员进入到职业生涯中的关键事件比例等。基于研究结果,文章最后提出如何更好的促进科研人员成长的政策建议。     

Academic breeding grounds: Home department conditions and early career performance of academic researchers

This study investigates how research group characteristics relate to the early career success of PhD candidates who are trained in the group. In particular, I study how the citation impact of early-career PhDs is related to the staff composition and funding of the group. Using data on a cohort of Swedish doctoral graduates in science, engineering, mathematics and medicine, two sets of findings are obtained. First, students who were trained in groups with a lower number of PhD students perform better in terms of academic productivity. From the perspective of research policy, this finding suggests a decreasing return to funding additional PhD student positions allocated to professors who are already maintaining larger research groups. Second, PhD students trained in groups with funding for PhD research that is conditioned by funder influence over the topic of thesis research are more likely to stay in academia. Controlling for career destination, however, PhDs from such groups have lower than average scientific productivity and citation impact. These results suggest that funders of PhD studies face a trade-off between the two different funding objectives of “getting what they want” in terms of research content and fostering successful scholars.     

The matilda effect in science: awards and prizes in the US, 1990s and 2000s

Science is stratified, with an unequal distribution of research facilities and rewards among scientists. Awards and prizes, which are critical for shaping scientific career trajectories, play a role in this stratification when they differentially enhance the status of scientists who already have large reputations: the 'Matthew Effect'. Contrary to the Mertonian norm of universalism--the expectation that the personal attributes of scientists do not affect evaluations of their scientific claims and contributions--in practice, a great deal of evidence suggests that the scientific efforts and achievements of women do not receive the same recognition as do those of men: the 'Matilda Effect'. Awards in science, technology, engineering and medical (STEM) fields are not immune to these biases. We outline the research on gender bias in evaluations of research and analyze data from 13 STEM disciplinary societies. While women's receipt of professional awards and prizes has increased in the past two decades, men continue to win a higher proportion of awards for scholarly research than expected based on their representation in the nomination pool. The results support the powerful twin influences of implicit bias and committee chairs as contributing factors. The analysis sheds light on the relationship of external social factors to women's science careers and helps to explain why women are severely underrepresented as winners of science awards. The ghettoization of women's accomplishments into a category of 'women-only' awards also is discussed.     

National science training policy and early scientific careers in France and the United States

The economic health of nations and regions is increasingly coming to rest on the scientific and technical labor force conducting scientific research. As such, enormous social resources are directed to educating and training those who will fire the engines of economic growth. In the first part of this paper, we compare recent investment in the scientific and technical labor forces by two giants of nationally-supported research endeavors: France and the United States. We find that France is more invested in scientific and technical training, but that both nations invest directly and indirectly in the scientific and technical labor force. French policy is more likely to support the individual graduate student directly through a national grant, while graduate students in the US tend to rely indirectly on federal support through research grants to other researchers. We then use duration models on individual data to predict entry into a permanent academic position within three years of completing a Ph.D. We do not find that industrial support of graduate training has any effect on later success in obtaining a position. There is, however, evidence of different academic labor markets operating in each country. In France, entry into a position has not depended on period factors, while in the US more recent cohorts have been more successful in obtaining permanent employment. Furthermore, postdoctoral positions in France delay or deter academic careers, but have no impact on entry in the US: this suggest that two different modes of scientific human resources management operate in France and in the USA. In the USA, Ph.D.s are seen as an essential element in the process of knowledge transfer, and early mobility does not affect entry into permanent academic careers. In France, few incentives are given to encourage mobility, which merely deters the access to permanent jobs. Finally, we found that graduates of the most prestigious undergraduate institutions were systematically advantaged in obtaining permanent academic employment, suggesting that academic stratification occurs very early in the training path in each country.     

Mobility versus job stability: Assessing tenure and productivity outcomes

Based on the data from survey responses and publications of 1583 academic scientists in Spain, this paper examines the relationship between scientific performance and reward, considering tenure and permanent positions as key academic rewards in early phases of academic career and focusing especially on the mediating effect of mobile versus stable career paths. Although widely practiced, inbreeding has often been considered to be at odds with universalism and merit in science. Our findings indicate that inbred faculty does not get tenure with less scientific merits than PhDs from other institutions; we also find that non-mobile careers are a strong predictor of the timing of rewards in the form of early permanent positions. Our results question the assumption mainly based on US evidence that mobility enhances career. These findings must be interpreted in the context of organizational and institutional features of the Spanish academic system that promote the development of internal academic research job markets.     

高校科研评价规则变革问题研究

科研评价作为科研管理手段之一,在推动高校创新转型中具有重要导向功能。但对当前我国高校科研评价规则的考察分析表明,其存在重数量增长、量化分析和评价的行政主导、模式统一、结果的功利化使用等弊端,阻碍了高校科研的健康发展,故应予变革。本文选取国外一些典型高校科研评价规则,进行对比分析,发现其普遍以质量为评价导向、实行分类和基于文献计量指标的同行评价、合理使用评价结果的做法,值得借鉴。基于此,本文论证并提出了我国高校科研评价规则完善的取向与路径,即重质量提升、定性判断以促进原创性和高质量成果产出、构建不同学科与工作领域的分类评价体系、积极实施开放和长效的学术评价机制、重评价过程的内在改善以发挥科研评价对教师学术成长和专业发展的引领作用,进而推动高校科研优质、高效、可持续发展。     

The unintended consequences of the pandemic on non-pandemic research activities

Research about the Covid-19 pandemic has taken center stage in shaping the work of many scholars, inter alia highlighting the importance of research in addressing the grand challenges humanity faces. However, the pandemic has also ushered in increased administrative, teaching and out of work commitments for many researchers, leading to concerns that academics will become less willing to invest time in obtaining resources to undertake non-Covid-related projects. Using a large-scale survey of business, economics and management researchers, coupled with their publication histories and additional institutional data, we examine how far individuals experienced the focus on the pandemic as ‘crowding out’ interest in, and undermining their confidence in applying for grants for work not focused on the pandemic. We found 40% of the sample agree that the pandemic has impaired their confidence in applying for non-pandemic-related grants and ‘crowded out’ other projects. Researchers with current and prior grants, particularly those with the most experience of holding grants, scholars whose work ‘impacted’ beyond academia, and early career researchers, disproportionately considered themselves to be most affected. We also found that researchers’ perceptions differed based on institutional characteristics. We discuss the implications of these findings for grant providers and national research agencies as well as for individual academic researchers and the institutions in which they work.     

科研新手获得学术认可的障碍分析及其影响研究

 摘要：科研新手一般是通过其研究成果在学术界获得承认，进而逐步在科学共同体中获得认可并确立地位的。在科研新手学术成果获得承认的过程中，一般会受到新手身份、成果特点以及科学共同体自身性质等因素的影响。对科研新手学术认可的拒绝或延迟，直接影响到科学家梯队的后备人力资源，同时也影响科研新人的职业发展。分析科研新手获得学术认可的一般机制，对维护健康的学术环境，保持科学技术的可持续发展都具有重要意义。     

基于专利计量的中美量子计算技术发展态势研究

以智慧芽专利数据库中的发明专利申请、授权及PCT专利申请文献作为数据源,从时间维度和技术领域两个维度综合考察中美量子计算的发展趋势,由面带点深入挖掘典型专利人及高价值专利。研究发现,美国的量子计算技术起步早,目前处于快速发展期,且已从学术研究到产业化阶段;中国的量子计算发展势头虽然很猛,但专利权人主要还是集中在高校和科研院所,且核心专利偏少。因此,根据研究结论提出要从国家层面加强量子计算顶层设计,强化基础研究和核心技术攻关,培养和造就一批高层次人才,促进产学研深度融合。     

A taste for science? PhD scientists’ academic orientation and self-selection into research careers in industry

Recent research on industrial and academic science draws on the notion that academically trained scientists have a strong “taste for science”. However, little attention has been paid to potential heterogeneity in researchers’ taste for science and to potential selection effects into careers in industry versus academia. Using survey data from over 400 science and engineering PhD students, we examine the extent to which PhD students’ taste for science (e.g., desire for independence, publishing, peer recognition, and interest in basic research) and other individual characteristics predict preferences for research careers in industry versus academia. Our results suggest that PhD students who prefer industrial employment show a weaker “taste for science”, a greater concern for salary and access to resources, and a stronger interest in downstream work compared to PhD students who prefer an academic career. Our findings have important implications for innovation research as well as for managers and policy makers.     

为什么中国缺少学术型企业家？——基于“认知目的”论

我国匮乏既擅长技术研发又懂经营管理的学术型企业家,不仅制约了我国科技成果转化,而且制约了我国新兴产业的发展。本研究基于“认知-目的”论,从内生需求和外部刺激角度,揭示了我国科研人员学术创业的驱动机制;进而借助自我决定理论,探究了我国科研人员学术创业行为的类型与特征,包括内摄传统型、认同转换型和整合创业型。在此基础上,构建了基于人力资本积累的两阶段职业生涯选择的数理模型;进而结合实证分析,解析了我国缺少学术型企业家的制约因素。研究结果表明:（1）尽管学术创业具有较高的预期效益,但是学术创业的风险和转换成本较高;因此需要营造有利于学术创业的氛围,降低学术创业的成本和风险,改善学术创业的社会环境。（2）当科研人员学术创业的社会效益较高,并且学术创业的转换成本较低时,科研人员可能会转型为学术企业家。（3）当科研人员的非科研技能获取成本较高时,并且社会的创业环境不够完善时,科研人员会选择风险规避策略,即放弃学术创业,转而从事学术研究。最后,本文提出了促进我国科研人员学术创业的政策建议,旨在推动我国学术型企业家的涌现,推进我国创业型经济的建设。     

我国基础领域科研人员职业发展状况研究

本文以国家自然科学基金申请和获得资助的基础研究领域科研人员为研究对象,采用抽样调查的方式对不同职业发展阶段中的科研人员开展问卷调查,基于问卷结果分析了不同职业发展阶段科研人员对职业发展的满意状况、影响因素与遇到的压力与问题等。在此基础上针对不同职业发展阶段的科研人员提出了如何更好的促进其发展的政策建议。     

广东本科院校科研人员职业满意度实证研究——基于李克特量表的统计分析

当前我国社会正处于转型期,急功近利社会风气和学术浮躁之风席卷大学校园,本科院校科研人员职业满意度受到强烈冲击与挑战。对广东省25所本科院校的问卷调查研究表明,影响本科院校科研人员职业满意度有内、外部及自身因素：外部因素包括投入水平、评价导向、社会舆论等；内部因素包括大学制度、大学声誉和师资队伍建设；自身因素包括科研人员职业认同、收入水平、生活待遇和工作评价等。满意度测评中选用的是5级李克特量表,直接选取本科院校科研人员职业满意度作为被解释变量,分别在政府与社会层面、高校层面、科研人员层面选取核心变量作为解释变量,试图从不同角度来了解影响本科院校科研人员职业满意度的关键影响因素,据此提出对策与建议。     

案例分析视角下科研不端行为处置流程与原则

基于不同程度科研不端行为视角,以美国、日本、中国的4个典型科研失信案例为研究对象,通过分析其案例背景、处置流程、处理结果,发现在典型的科研不端行为案例中,科研机构充当首要责任主体,政府、科研机构、学术共同体介入时间清晰,强调治理的法制化;在有争议的研究行为案例中,学术期刊充当主体并采取同行评议与学术不端系统相结合的防范措施,各主体加强联动开展教育活动等原则。     

高级研究人员自我激励因素研究

高级研究人员是从事知识生产、创造、扩展和应用,以科研为主要劳动并具备一定管理才能的知识型员工.他们广泛工作在科研院所、高等院校、科技型企业等,因其工作性质而具备高独立自主性、自我价值感强、渴望成就与能力提升等个体特征.通过对116名不同高校、不同学科领域的长江学者特聘教授和讲座教授进行背景分析和学术成果调查,剖析高级研究人员的个体特征,提出成就与挑战、个体成长、工作自治、认可和目标导向等五个高级研究人员自我激励因素,并构建了基于自我激励因素的个体激励模型.     

学术生态视域下高校科研诚信行为的影响因素分析

针对目前高校科研诚信相关研究缺少实证数据支持的问题，基于学术生态视角，通过设计和发放调查问卷采集数据，应用多元统计分析的方法，从生态主体、校内生态环境、校外生态环境3个维度对影响高校科研诚信行为的因素进行分析，以期为高校科研诚信建设提供理论依据。结果发现：科研人员的性别、身份对高校科研诚信行为具有显著影响，其中性别与科研诚信行为呈正相关，身份与科研诚信行为呈负相关；科研人员对科研评价体系的认可、学校查处科研失信行为的透明度、整体科研环境以及学术规范程度与高校科研诚信行为呈显著正相关。因此，从高校层面来讲，应当保证科研评价体系的合理公正、处置科研不端行为过程的公开透明以及及时向社会通报有关信息；从社会层面来讲，应当加强学术规范建设、培育良好的社会整体科研环境，共同促进高校科研诚信建设。     

虚拟学术社区中科研人员合作效能影响因素的实证研究

【目的/意义】探究虚拟学术社区中科研人员合作效能的影响因素,拓宽虚拟学术社区的研究范围,以期为相关理论研究提供参考,并帮助科研人员拓宽合作渠道,也对提高虚拟科研团队合作效能具有积极的作用。【方法/过程】基于团队效能IPO模型和自我效能感理论,构建虚拟学术社区科研人员合作效能影响因素模型,并运用问卷调查和结构方程方法对模型的适用性进行检验。【结果/结论】数据结果表明,虚拟科研团队支持、虚拟科研团队沟通、自我效能感会对虚拟学术社区中科研人员合作效能产生正向影响。其中,自我效能感也能在虚拟科研团队沟通对科研合作效能的影响作用中发挥中介效应。