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

Joyce B Main,Yanbing Wang

doi:10.1108/sgpe-04-2020-0025

Abstract

PurposeWhile 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/approachUsing 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.FindingsResults 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/valueThis 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.

Highlights

Postdoctoral research scholar positions are often considered as an important step toward obtaining tenure-track faculty and academic research positions in many science, technology, engineering and mathematics (STEM) fields (Sauermann and Roach, 2016; Stephan, 2013; McConnell et al, 2018), the role of postdoc training in the career trajectories of PhDs in social science fields is less clear (Cavanaugh, 2018; Nerad and Cerny, 1999; Stephan, 2013)
Social science PhDs with more research experience during doctoral training, as well as those who graduated from PhD programs with top NRC research ranking, are more likely to take postdoc positions compared to those supported by personal funds and those who graduated
Postdoc positions have become increasingly common in social science fields, where norms of postdoc training have not yet been well-established and where empirical evidence is still sparse regarding its role in participants’ long-term career development

Summary

Introduction

Postdoctoral research (postdoc) scholar positions are often considered as an important step toward obtaining tenure-track faculty and academic research positions in many science, technology, engineering and mathematics (STEM) fields (Sauermann and Roach, 2016; Stephan, 2013; McConnell et al, 2018), the role of postdoc training in the career trajectories of PhDs in social science fields is less clear (Cavanaugh, 2018; Nerad and Cerny, 1999; Stephan, 2013). II-37) have not yet been widely established in social science fields (Hanchane and Recotillet, 2003; National Research Council [NRC], 2010). Rather, it has been more common for social science PhDs to directly begin their careers in more permanent positions (Neumann and Tan, 2011). The number of social science postdocs in the USA has been growing, with a 35% increase from 2000 to 2010 (Einaudi et al, 2013). We examine the factors associated with the attainment of postdoc positions, as well as the relationship between postdoc training and subsequent career outcomes for social science PhDs, in comparison to PhDs in STEM fields in the USA

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