Postdoctoral research training and the attainment of faculty careers in social science and STEM fields in the United States

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH Studies in Graduate and Postdoctoral Education Pub Date : 2021-08-12 DOI:10.1108/sgpe-04-2020-0025
Yanbing Wang, Joyce B. Main
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引用次数: 6

Abstract

Purpose While postdoctoral research (postdoc) training is a common step toward academic careers in science, technology, engineering and mathematics (STEM) fields, the role of postdoc training in social sciences is less clear. An increasing number of social science PhDs are pursuing postdocs. This paper aims to identify factors associated with participation in postdoc training and examines the relationship between postdoc training and subsequent career outcomes, including attainment of tenure-track faculty positions and early career salaries. Design/methodology/approach Using data from the National Science Foundation Survey of Earned Doctorates and Survey of Doctorate Recipients, this study applies propensity score matching, regression and decomposition analyses to identify the role of postdoc training on the employment outcomes of PhDs in the social science and STEM fields. Findings Results from the regression analyses indicate that participation in postdoc training is associated with greater PhD research experience, higher departmental research ranking and departmental job placement norms. When the postdocs and non-postdocs groups are balanced on observable characteristics, postdoc training is associated with a higher likelihood of attaining tenure-track faculty positions 7 to 9 years after PhD completion. The salaries of social science tenure-track faculty with postdoc experience eventually surpass the salaries of non-postdoc PhDs, primarily via placement at institutions that offer relatively higher salaries. This pattern, however, does not apply to STEM PhDs. Originality/value This study leverages comprehensive, nationally representative data to investigate the role of postdoc training in the career outcomes of social sciences PhDs, in comparison to STEM PhDs. Research findings suggest that for social sciences PhDs interested in academic careers, postdoc training can contribute to the attainment of tenure-track faculty positions and toward earning relatively higher salaries over time. Research findings provide prospective and current PhDs with information helpful in career planning and decision-making. Academic institutions, administrators, faculty and stakeholders can apply these research findings toward developing programs and interventions to provide doctoral students with career guidance and greater career transparency.
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美国社会科学和STEM领域的博士后研究培训和教师职业生涯的实现
虽然博士后研究(postdoc)培训是科学、技术、工程和数学(STEM)领域学术生涯的一个常见步骤,但博士后培训在社会科学领域的作用不太明确。越来越多的社会科学博士攻读博士后。本文旨在确定参与博士后培训的相关因素,并研究博士后培训与随后的职业成果之间的关系,包括获得终身教职职位和早期职业工资。设计/方法/方法:本研究利用美国国家科学基金会博士学位调查和博士学位获得者调查的数据,运用倾向得分匹配、回归和分解分析来确定博士后培训对社会科学和STEM领域博士就业结果的作用。回归分析结果显示,参与博士后培训与更高的博士研究经验、更高的部门研究排名和部门就业规范有关。当博士后和非博士后群体在可观察的特征上达到平衡时,博士后培训与博士毕业后7到9年获得终身教职职位的可能性更高有关。具有博士后经验的社会科学终身教职教师的工资最终会超过非博士后博士的工资,这主要是因为他们被安排到工资相对较高的机构。然而,这种模式并不适用于STEM博士。原创性/价值本研究利用全面的、具有全国代表性的数据来调查博士后培训在社会科学博士的职业成果中所起的作用,并与STEM博士进行比较。研究结果表明,对于有志于学术事业的社会科学博士来说,博士后培训有助于获得终身教职,并随着时间的推移获得相对较高的薪水。研究结果为未来和现在的博士提供了有助于职业规划和决策的信息。学术机构、管理人员、教师和利益相关者可以将这些研究成果应用于开发项目和干预措施,为博士生提供职业指导和更高的职业透明度。
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来源期刊
Studies in Graduate and Postdoctoral Education
Studies in Graduate and Postdoctoral Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
9.10%
发文量
17
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