Doctoral Graduates Research Articles

Australian doctoral graduates’ career transition from academia to industry: the PCAP internship competence framework

ABSTRACT PhD graduates often face significant hurdles when shifting from academic research to industry positions. Challenges can arise from a disconnect between the skill sets developed in university and those prized in industry settings. To address this issue, this study examines the crucial competences necessary for PhD graduates to make a successful transition from academia to industry. Grounded in Competency-Based Theory (CBT), the research involved qualitative data collection through semi-structured interviews with 26 participants from the Australian Postgraduate Research Intern program. The paper proposes the PCAP framework as an innovative tool for managing PhD internships. It delineates four interactive clusters of competences: PhD competences (P), Contextual competences (C), Adaptation competences (A), and Project Management competences (P). The paper argues that proficiency across these interactive clusters is indispensable for PhD graduates aiming for a seamless transition into industry roles.

Mid-career outcomes of doctoral graduates from German universities explained through triadic thought

ABSTRACT This article critically examines the early career experiences and mid-career outcomes of domestic and international doctoral graduates from public German universities in the social sciences and humanities over two decades. We develop triadic thought as a spatial theory to conceptualise professional careers as situated coproductions in the complex interplay of career considerations, career praxis, and career environments. Drawing on qualitative interviews and the analysis of mid-career outcomes, our theoretically informed findings identify three formative influences on career decisions: first, the discursive normalisation of an academic career; second, the practical normalisation of shifting career goals; and third, the material normalisation of a public sector habitus. To mitigate the reinforcement of a congested academic labour market and striking tensions between individual career challenges and systemic benefits of temporary jobs for institutional and national productivity, we encourage a Bologna-style reform to create compatible academic career structures within Europe.

Obtaining a PhD in Portugal. Determinants of Success and Subsequent Career Paths

Background Over the past three decades, Portugal has invested significantly in doctoral training. However, there is a lack of up-to-date information on the success of scholarship holders in obtaining the degree or on their subsequent career paths. Methods This study analysed four cohorts of scholarship holders funded by the Foundation for Science and Technology between 1995 and 2012. The professional situation at different points in time after the Ph.D. (5, 10, 15 and 20 years) was studied. Results The success rate for obtaining the degree was 88%, which is comparable to other European countries for doctorates completed with funding over a period of 3-4 years. The average time to obtain the degree was 5.06 years. The time to degree was influenced by the scientific field, the nationality of the scholarship holder, and the location of the institution awarding the degree (in Portugal or abroad). The gender or age range of the scholarship recipients did not influence the time required for graduation. The analysis of the career and sector of activity of these graduates at different points in time after obtaining the Ph.D. revealed that approximately 60% percent of the graduates were engaged in R&D activities at some point in their career paths, but this percentage diminished from the oldest to the most recent cohorts, suggesting difficulties in retaining recent graduates in academia and in the private sector. In 2020, 63% of the graduates were engaged in R&D activities, and almost half were employed in higher education as teachers, researchers, or scholarship holders. Conclusions This study confirmed the challenges faced by doctoral graduates in integrating into non-academic job markets. On the other hand, it has demonstrated an efficient use of public funds, with high success rates and a time to degree that is within the average of other European countries.

The DSW to the Rescue? A Response to Feldman

Feldman's appraisal of the current status of social work research, using as its touchstone the 1991 Austin Report, is a frank and fair appraisal of how the discipline has come short of fulfilling its aspirations to become a more science-based profession. In many ways, Feldman has stood in the center of research developments within our field for the past 40 years or longer. He offers informed and thoughtful analyses of what we have accomplished and what is left undone. He asserts that part of the problem is the sluggish growth in the number of research doctorates being produced in our field. Obviously, without the production of highly trained social work researchers, the scholarly and science-based contributions to our field are limited. In this response, I contend that the burgeoning growth of the number of practice doctoral graduates, Doctor of Social Works (DSWs), may provide significant resources to augment the science of social work. In reality, the older generation of DSW graduates made highly important contributions to the science of social work, and the new generation stands poised to replicate this phenomenon.

Massification of Higher Education in Türkiye and Its Challenges

In the last 20 years, the education system in Türkiye has witnessed massive growth and transformation from primary- and secondary education to higher education. Significant improvements have been made in enrollment rates at all levels of education, reaching a level comparable to OECD countries. In this context, this study focuses on the transformation and massification of higher education in Türkiye. The net enrollment ratio in higher education in Türkiye has increased from 10% to 46% during this period. Especially, the establishment of higher education institutions in all cities has contributed positively to women's access to higher education, and for the first time, the enrollment and graduation rates of women have surpassed those of men. The increase in the supply of higher education and easier access has raised the proportion of higher education graduates from under 20% to over 40% in the 25-34 age group during this period. At the same time, the average length of education for the population aged 15 and over is increasing every year. Additionally, this study identifies problem areas and proposes solutions to ensure the sustainability of the expansion in higher education during this period. The evaluation identifies insufficient face-to-face teaching capacity in the higher education system and attempts to compensate for this deficiency with distance education programs as the primary problem area. Especially since 2015, almost half of the students who have enrolled in higher education have been able to enroll in distance education programs. Therefore, increasing face-to-face teaching capacity in higher education and reducing the proportion of distance education in higher education stand out as challenging issues. The second problem area is highlighted as being related to the limitations in scientific knowledge production performance of higher education institutions and the number of doctoral graduates. Despite an increase in the number of doctoral graduates from all disciplines every year, sustaining the growth achieved during this period is highly inadequate. This problem not only negatively affects the capacity for scientific knowledge production but also creates significant challenges, especially in meeting the need for faculty members in newly established universities, thus adversely affecting the quality of higher education. The study also offers some recommendations for addressing these problems.

Lecturers in higher education – The Hungarian case

AbstractThis study examines the characteristics and employment patterns of Hungarian higher education lecturers. It briefly outlines the development of Hungarian higher education after the change of the socialist regime (post-1990) and describes the force field in which lecturers work. It then presents some of the lecturers' characteristics (age, gender, ratio) in an international comparison and studies the rules governing their appointment and employment under the Hungarian Higher Education Act. The paper investigates the structure of university teaching staff by their function and evolution. It also analyses the lifetime earnings of doctoral graduates in the Hungarian context, including the rise in the number of doctoral students. Finally, the authors look at a critical piece of instructive research that surveys the situation of young Hungarian teachers and researchers in higher education.

The psycho-social implications of institutional hierarchy: an exploratory study into Chinese doctoral graduates’ engagement in career planning for non-academic employment

The psycho-social implications of institutional hierarchy: an exploratory study into Chinese doctoral graduates’ engagement in career planning for non-academic employment

Advancing clinical interprofessional education to prepare student pharmacists for interprofessional collaborative practice

AbstractInterprofessional education (IPE) is a pivotal force shaping the future of health care delivery. While recent studies underscore positive student experiences resulting from IPE, a critical gap remains: the scarcity of data on patient outcomes within health systems that embrace this collaborative care approach. In this focused literature review, authors with expertise in the field of IPE and interprofessional collaborative practice (IPCP) aimed to provide pharmacists with practical suggestions on how they can advance interprofessional patient care while also optimizing the opportunities for student pharmacists to further develop IPCP competencies. Through a knowledgeable selection of current, high‐quality publications on the topic and expert opinion, we sought to identify characteristics of high‐quality IPE in practice environments. Pharmacists, in conjunction with Schools/Colleges of Pharmacy, should aspire to attain these characteristics to ensure that graduates of Doctor of Pharmacy (Pharm.D.) degree programs are entering the workforce primed to contribute to IPCP. The Interprofessional Education Collaborative (IPEC) has crafted competencies to harmonize curricula across health disciplines, with the promise of enhancing patient and population health outcomes. These competencies should serve as guiding principles for pharmacy educators as they develop and assess student pharmacists' collaborative practice skills. Pharmacists play a vital role in cultivating these skills within experiential environments. Leveraging existing pharmacy practice experiences presents an opportunity to achieve this aim effectively. As we look ahead, the future of health professional training must prioritize measuring the impact of IPE on patient outcomes. In this transformative landscape, IPE stands ready to mold the next generation of team‐based, patient‐centered care.

Two decades of research capacity strengthening and reciprocal learning on sexual and reproductive health in East Africa – a point of (no) return

ABSTRACT As the world is facing challenges such as pandemics, climate change, conflicts, and changing political landscapes, the need to secure access to safe and high-quality abortion care is more urgent than ever. On 27th of June 2023, the Swedish government decided to cut funding resources available for developmental research, which has played a fundamental role in the advancement of sexual and reproductive health and rights (SRHR) globally, including abortion care. Withdrawal of this funding not only threatens the fulfilment of the United Nations sustainable development goals (SDGS) – target 3.7 on ensuring universal access to SRHR and target 5 on gender equality – but also jeopardises two decades of research capacity strengthening. In this article, we describe how the partnerships that we have built over the course of two decades have amounted to numerous publications, doctoral graduates, and important advancements within the field of SRHR in East Africa and beyond.

A Comparative American Board of Surgery In-Training Examination (ABSITE) Performance Analysis Between International vs. Domestic Graduates and Doctor of Medicine (MD) vs. Doctor of Osteopathic Medicine (DO) Medical Degrees.

Introduction The American Board of Surgery (ABS) plays a pivotal role in certifying surgeons in the United States, with the American Board of Surgery In-Training Examination (ABSITE) serving as a critical assessment tool for general surgery residents aspiring for certification. The aim of this study is to compare the performance of international medical graduates (IMGs) to their domestic counterparts and assess the impact of different medical degrees on ABSITE scores. Notably, ABSITE scores often dictate the trajectory of a surgical career, including opportunities for fellowship placements in specialized fields such as plastic surgery. Methods This study focused on general surgery residents enrolled at Marshall University from 2014 to 2022. Data encompassing ABSITE scores, TrueLearn quiz percentages, and TrueLearn mock exam results were collected for analysis. Descriptive statistics summarized sample characteristics, and linear mixed models were employed to address correlations. Statistical analyses were conducted using the Statistical Analysis System (SAS) (version 9.4; SAS Institute Inc., Cary, NC, USA), with significance defined by a two-sided test with p < 0.05. Results Among the 48 participants, comprising 24 non-international medical graduates (nIMGs) and 24IMGs, IMGs demonstrated superior performance across various metrics. They exhibited higher quiz percentages (67% vs. 61%; p = 0.0029), mock Exam 1 scores (64% vs. 58%; p = 0.0021), mock Exam 2 scores (66% vs. 58%; p = 0.0015), ABSITE scores (560 vs. 505; p = 0.010), and ABSITE percentages (74% vs. 68%; p = 0.0077) compared to nIMGs. Analysis between Doctor of Osteopathic Medicine (DO) and Doctor of Medicine (MD) participants revealed no statistically significant differences in performance metrics, highlighting the comparability of these medical degrees in the context of ABSITE scores and related assessments. Discussion/conclusion This study underscores the superior performance of IMGs over nIMGs in ABSITE examinations, shedding light on the critical role of ABSITE scores in shaping surgical careers. Higher scores correlate with enhanced opportunities for coveted fellowship placements, particularly in specialized fields like plastic surgery. Understanding these dynamics is crucial for resident training and navigating the competitive landscape of surgical sub-specialization. Future research endeavors can delve deeper into the factors influencing ABSITE performance, thereby facilitating the development of targeted interventions to support residents in achieving their career aspirations.

Retaining Scholarly Voices for the Profession: Doctoral Graduates as Agentic Constructors of Scholarship

Retaining Scholarly Voices for the Profession: Doctoral Graduates as Agentic Constructors of Scholarship

Doctoral graduates’ attitudes toward scholarly work and Institutional Review Board and Quality Improvement Committee education and submission processes: A pilot study

BackgroundEducators are challenged to find better ways to prepare doctoral nursing students to conduct scholarly work involving human subjects. PurposeTo better understand doctoral nursing students’ attitudes toward programmatic scholarly work and Institutional Review Board (IRB)/Quality Improvement Committee (QIC) education and submission processes. MethodsRecent Doctor of Nursing Practice (DNP) and Philosophy of Nursing (PhD) graduates were recruited using convenience sampling techniques to participate in this cross-sectional, descriptive, mixed-methods pilot study. Data were collected using two researcher-developed instruments. DiscussionNineteen doctoral nursing students participated in this study. Students most often used a quantitative approach with health care providers to complete their scholarly work requirements. Both PhD and DNP participants were overall satisfied with the IRB/QIC content in the curricula and the submission process. Four themes were identified: (a) Efficiency, (b) Collaboration, (c) Faculty Mentorship, and (d) Areas for Improvement. ConclusionFindings from this pilot study may be used to enhance IRB/QIC processes through revision of administrative processes and student education.

Early career mobility and health and wellbeing of female doctorate holders: A narrative review of the international literature

AbstractWhile in the last decade gender research has shown great interest in problems around work–life balance for women and the implications for their career mobility, the links between these and women's health and wellbeing have not been fully examined. This article reviews international research undertaken between 1980 and 2020 on the early career period of female doctorate holders. The focus is on the early career mobility (career progression as well as international, disciplinary, and sectorial mobility) of women with doctorates and the connections between their mobility and their physical and mental health and wellbeing. Guided by feminist theories on recurrent institutionalized and legitimized gender inequalities, our review identifies the establishment of inequity during the early career period for female doctoral graduates inside and outside academia and associates this with imbalances in mobility patterns, which are directly connected with their personal lives. The evidence found also suggests that women's health and wellbeing is mostly negatively impacted by these circumstances which may be contributing to women leaving academia or employment. Some improvements at institutional level are recommended as well as the need to continue challenging perceptions of gender roles and responsibilities.

Why do Chinese overseas doctoral graduates return to China? The push‐pull factors and the influence of gender and gender norms

AbstractAlthough attention has been paid to return migration internationally, research studies on why Chinese overseas doctoral graduates return to China are few. A study that considers gendered motivations has yet to be found. Using a qualitative study with 31 Chinese overseas doctoral graduate returnees, this study examines factors influencing graduates' reasons for returning to China and how these relate to Chinese gender and gender role‐related cultural norms. Using the push‐pull theory and the concepts of gender (as an individual characteristic) and gender norms, the study shows that the reasons for return were gendered, with females motivated by family and emotional factors and males by economic and career benefits. The study identifies inequalities derived from traditional gender roles and cultural norms that persist in China. This has implications for state policy, higher education institutions and future research.

Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed-methods study.

To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values. In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values. A convergent parallel mixed-methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi-Structured Interview Form were used to collect data in October-December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software. The mean total NPVS score of the participants was 130.32±21.34 (possible range: 31-155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings. It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values. Forthe future of nursing, increasing professional strengths and visibility is significantly associated with professional values. This situation requires nurses with strong professional values. Graduate education programs in nursing should be developed in this direction and focus on development of professional values.

Navigating across academic labour markets: a Bourdieusian reflexive narrative of a Chinese international doctoral graduate’s employment experiences

ABSTRACT Much research has investigated international graduate employability in home or host countries. However, limited studies have accounted for such employability across the home and the host. Drawing on Bourdieu’s relational and reflexive sociology, this paper critically examined the first author’s narrative of his employment experiences as a doctoral graduate navigating across Chinese and Australian academic fields after completing ten years of higher education and research training in Australia. While he encountered various challenges due to capital deficiency and habitus-field mismatch, he also reflexively learned to capitalise on his transnational academic dispositions and decode different logics of practice across different academic fields. Thus, he underwent constant changes of identity, agency, and belonging in his cross-field employment journey, which potentially shaped his transnational habitus. This Bourdieusian reflexive narrative contributes to research and practice on graduate employability and reflexivity from a sociological perspective.

Study finds salary gap for STEM doctorates with disabilities

A study analyzing data from over 80,000 U.S. doctoral graduates in science, technology, engineering, and medicine reveals that scientists with disabilities earn approximately $14,000 less annually than scientists without disabilities (https://bit.ly/3SrLlxE). The study, led by researchers at the Johns Hopkins Disability Health Research Center, used data from the 2019 Survey of Doctorate Recipients. The study analyzed information from individuals who obtained research doctorates between 1973 and 2017.

Balanced-integration: A dimension of supervision to support students navigating parenthood in pursuit of a PhD

This article explores the experiences of doctoral students juggling parental and professional roles. It proposes a balanced-integration approach in the reflective supervisor framework to tailor support. The research focuses on identifying challenges and evaluating the approach’s effectiveness, suggesting supervisors should serve as advocates for well-being and motivation. With the South African government’s National Development Plan aiming for a higher education sector that can produce more than 100 doctoral graduates per one million of the population by 2030, it is imperative to understand PhD student’s simultaneous identities as parents and professionals who must balance the demands of their studies, families and careers. The study advances a balanced-integration approach for supervising this demographic, with supervisors serving as advocates for the holistic well-being of these students, architects of personalised academic pathways, and catalysts for motivation inspired by family commitments. This approach adds a fifth dimension to Pearson and Kayrooz’s four factors of facilitative supervisory practice. The methodology is a descriptive quantitative study research design and a cross-sectional approach based on online surveys completed by 47 respondents from 13 South African higher education institutions and eight from abroad (n = 55).

Study finds salary gap for STEM doctorates with disabilities

A study analyzing data from over 80,000 U.S. doctoral graduates in science, technology, engineering, and medicine reveals that scientists with disabilities earn approximately $14,000 less annually than scientists without disabilities (https://bit.ly/3SrLlxE). The study, led by researchers at the Johns Hopkins Disability Health Research Center, used data from the 2019 Survey of Doctorate Recipients. The study analyzed information from individuals who obtained research doctorates between 1973 and 2017.

Ability difference or gender symbolism? An empirical research on gender differences in academic career development of doctoral graduates in China

The reform and opening-up of China have greatly improved the scale and quality of doctoral education for women. However, female doctors still face the “leaky pipeline” and the “unbreakable glass ceiling” in their development of academic careers. In this study, gender differences are investigated in doctoral graduates’ career choices, the level of educational institutions they attend, and their scientific research productivity after joining the institution. We analyzed the administrative data and scientific research publication information from ten years of doctoral graduates at a top research university in China. Results suggest that compared to their male counterparts, female doctors are more likely to pursue an academic career upon graduation, but they are also more likely to be employed in lower-level institutions as well as to publish Chinese scientific studies with lower influence and poorer quality. Moreover, gender differences in academic disciplines are heterogeneous. While academic career development for doctors in natural sciences is not gender-biased, female doctors in social sciences face the most significant challenges, and these results persist even after controlling for their scientific publications during graduate school. In other words, gender differences in academic career development are likely to result from gender symbols rather than differences in academic ability.