Collaborative Research: STEM Training, Employment in Industry, and Entrepreneurship

俄亥俄州州立大学和密歇根大学正在调查影响研究生走向非学术职业的因素。跨学科研究小组研究了两个研究问题：（1）研究生进入非学术职业的途径是什么？以及（2）他们的培训环境，包括教师赞助商和网络，在指导这些途径中的作用是什么？为了研究这些问题，研究人员将开发一个数据基础设施，将星星指标数据与博士学位获得者调查相联系。博士生调查和人口普查局商业登记，以衡量研究生进入特定职业的可能性，以及随后在该职业道路上取得的成功。他们探讨了职业道路的选择和一系列衡量指标之间的关系，研究生培训环境，并通过估计研究生培训与企业家精神和工业就业之间的因果关系，审查研究生培训与企业家精神和工业职业之间的联系。该项目将开发最佳实践，使这些链接研究创业和行业就业，记录学术-行业参与的复杂途径，为博士后和非博士完成者的职业生涯的探索性分析铺平道路，并为指导实践的新理论模型奠定基础。 该项目还将通过报告数据和提出能够进行更有用的劳动力趋势分析的项目，帮助为今后的国家调查提供信息。主要的实证研究设计是由一系列的理论范式，包括学生身份理论或学生社会化研究，生命历程理论从社会学，职业发展理论和人力资本理论从经济学的指导。 研究人员将应用广泛的统计模型来测试七种理论。这些范围从基于人力资本的推测，即在风险和/或跨学科研究项目上工作的经验，为学生在快速变化，高增长（和高波动性）的行业工作做好准备，这些行业是国家增长的引擎？的新经济，社会化和通过网络的信息传输的猜想，其中通过顾问，同行和供应商与行业和企业家的联系促进了进入行业和创业生涯。与此同时，研究人员希望通过对将要构建的丰富新数据的探索来产生新的理论。这一迭代过程将通过与专家咨询委员会的互动得到加强，专家咨询委员会包括STEM政策社区的许多成员，他们将为项目的实施提供信息。该项目得到ECR计划的支持，该计划强调基础STEM教育研究，产生该领域的基础知识。 投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。 ECR支持积累强有力的证据，为理解、建立理论解释和提出干预和创新建议的努力提供信息，以解决STEM兴趣、教育、学习和参与方面的持续挑战。

Ohio State University and the University of Michigan are investigating factors that affect graduate student pathways to non-academic careers. The interdisciplinary research team examines two research questions: (1) What are the pathways that graduate students take into non-academic careers? and (2) What is the role of their training environments, including faculty sponsors and networks, in guiding those pathways? To investigate these questions, the researchers will develop a data infrastructure that links the STAR METRICS data to the Survey of Earned Doctorates/Survey of Doctoral Recipients and the Census Bureau Business Register to measure the likelihood that a graduate student would enter a particular career and the subsequent success in following that career path. They explore the relationships between the choice of career pathway and a range of measures of the graduate training environment and examine the links between graduate training and entrepreneurship and industry careers by estimating the causal links between graduate training and entrepreneurship and employment in industry. The project will develop best practices for making these links to study entrepreneurship and industry employment, document the complex pathways for academic-industry engagement, pave the way for an exploratory analysis of the careers of postdocs and non-PhD completers, and lay the foundation for new theoretical models to guide practice. The project also will help inform future national surveys by reporting data and suggesting items that could enable more useful workforce trend analyses. The primarily empirical research design is guided by a range of theoretical paradigms, including student identity theory or student socialization research, life course theory from sociology, career development theory, and human capital theory from economics. The researchers will apply a wide range of statistical models to test seven theories. These range from a human capital-based conjecture that experience working on risky and/or interdisciplinary research projects prepare students for jobs in the rapidly-changing, high growth (and high volatility) industries that are engines of growth for the nation?s new economy, to a conjecture of socialization and information transmission through networks where connections to industry and entrepreneurship through advisors, peers, and suppliers facilitate entry into industry and entrepreneurship careers. At the same time, the researchers expect new theories to emerge from their exploration of the rich new data that will be constructed. This iterative process will be enhanced by interactions with the expert advisory board, which includes many members of the STEM policy community, who will inform the implementation of the project.The project is supported by the ECR program that emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. ECR supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.