Understanding PhD Career Pathways in STEM

了解 STEM 博士职业路径

• 批准号: 1661272
• 负责人: Suzanne Ortega
• 金额: $ 245.76万
• 依托单位: Council of Graduate Schools
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-04-01 至 2024-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1661272&HistoricalAwards=false
• 关键词: Understanding; PhD; Career; Pathways; STEM

The Council of Graduate Schools will collect and analyze detailed quantitative data of STEM doctoral students and alumni at different phases of their careers to determine if those who pursue academic positions have fundamentally different career progression, values, or work responsibilities compared to those who seek and hold nonacademic jobs. The project will track career pathways for alumni cohorts three, eight, and 15 years from PhD degree award from 15 STEM doctoral granting institutions to trace changing employment within academic sector, transitions from academic to nonacademic jobs, and vice versa. The study also will examine differences by institutional context, field of study, and sociodemographic characteristics such as race, gender, and parental educational attainment. The research will provide a better understanding of the relationship among STEM doctoral training, professional development opportunities, and subsequent careers. The findings will inform STEM workforce development policy and practice while building the capacity for institutions to systematically collect their own data that can inform continuous program improvement, particularly for underrepresented students who are more likely to choose nonacademic careers. This project is supported by the Education and Human Resources Core Research Program, which funds fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. Using the career anchors theory, the researchers will analyze the data to define the full scope of occupational outcomes and career progression of STEM doctoral alumni. The study will focus on two major research questions and test the hypothesis that the boundaries between academic and nonacademic jobs are less significant or more fluid than is often assumed: (1) Are there substantial differences between academic and nonacademic careers for STEM PhD holders? 2) Is the academic/nonacademic distinction a meaningful one in a 21st century STEM professional workforce? The approximately 6,000 student and alumni surveys will be administered in three waves and capture information on employment and occupational preferences, employment and occupational outcomes, participation in STEM professional development programs, and other observable characteristics, including gender, race/ethnicity, age, employment and education history, and parental education level. Analyses of variance (ANOVA) and t-tests will be performed for differences by student characteristics as well as institutional and program contexts.

研究生院理事会将在其职业的不同阶段收集和分析STEM博士生和校友的详细定量数据，以确定与寻求和从事非学术工作的人相比，追求学术职位的人是否具有从根本上不同的职业发展，价值观或工作责任。该项目将从15个STEM博士学位授予机构的博士学位奖中的校友队列的职业途径跟踪，以追踪学术领域内不断变化的就业，从学术到非学术工作到非学术工作的过渡，反之亦然。该研究还将检查机构背景，研究领域以及社会人口统计学特征（例如种族，性别和父母的教育程度）的差异。 这项研究将更好地了解STEM博士培训，专业发展机会和随后的职业之间的关系。这些发现将为STEM劳动力发展政策和实践提供信息，同时建立了机构系统收集自己的数据的能力，这些数据可以为持续的计划改进提供信息，尤其是对于那些更有可能选择非学术职业的代表性不足的学生。该项目得到了教育和人力资源核心研究计划的支持，该计划为STEM学习和学习环境中的基础研究提供了基础研究，扩大了STEM的参与以及STEM劳动力发展。利用职业锚理论，研究人员将分析数据，以定义STEM博士校友的职业成果和职业发展的全部范围。该研究将重点放在两个主要的研究问题上，并检验以下假设：学术和非学术工作之间的界限比通常假设的界限要少或更重要：（1）STEM PHD持有人的学术和非学术职业之间是否存在实质性差异？ 2）学术/非学术区别在21世纪的STEM专业人士中有意义吗？ 大约6,000次学生和校友调查将以三波浪潮进行管理，并捕获有关就业和职业偏好，就业和职业成果，参与STEM专业发展计划以及其他可观察到的特征，包括性别，种族/种族，年龄，年龄，就业和教育历史以及父母教育水平的信息。 方差分析（ANOVA）和t检验将通过学生特征以及机构和程序环境进行差异。