Origin of Originality in Science: Inter-Generational Knowledge Transfer in Academic Training

Abstract

Novelty drives the progress of science. While the previous literature has uncovered a variety of determinants of novelty, our understanding is still scant as to how individual scientists acquire the skills and tastes for novelty and how novelty is built into the practices and norms of science. To fill this gap, this study focuses on academic training as a key mechanism for fostering novelty in junior scientists and thus passing novelty down to the next generation. With a sample of 696 PhD graduates and 153 their supervisors in life sciences, this study presents three key findings. First, students' novelty is significantly associated with their supervisors' inclination to novelty. This association is further magnified when students are allowed higher autonomy and greater room for exploration. These findings suggest that academic training does offer an arena for transferring novelty across generations. Second, PhD graduates trained by supervisors with novelty inclination continue making novel discoveries even 10 years after graduation. This training effect is pronounced if they are engaged in novel PhD projects, suggesting that learning-by-doing plays a role in training for novelty. Third, students trained by supervisors with novelty inclination exit earlier from academic careers. This suggests a tradeoff in academic training oriented towards novelty, which nurtures novelty in the junior generation but risks their career progression.