An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs.
An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs.
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DOI：
10.1371/journal.pone.0185023
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发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Brennwald PJ
中科院分区：
文献类型：
--
作者：
Sinche M;Layton RL;Brandt PD;O'Connell AB;Hall JD;Freeman AM;Harrell JR;Cook JG;Brennwald PJ
博士学位获得者在生命科学、物理科学、计算科学、社会科学和工程领域的培训中获得特定学科的知识和一系列相关技能。实证测试这些技能对毕业生从事的各种职业的适用性将有助于评估当前培训模式的价值。本报告详细介绍了科学博士 (n = 8099) 的互联网调查结果，他们对 15 种可转移技能进行了评级。事实上，分析表明，博士培训培养了这些可转移技能，这对于包括研究密集型（RI）和非研究密集型（NRI）职业在内的各种职业的成功至关重要。值得注意的是，绝大多数技能都可以在 RI 和 NRI 职业之间转移，但有利于 RI 职业的三项技能（创造力/创新思维、职业规划和意识技能以及与组织外部人员合作的能力）和有利于 NRI 职业的三项技能（时间管理、快速学习能力、项目管理能力）除外。较高的总体排名表明研究生培训广泛传授了可转移技能。尽管如此，我们还是发现了所需的职业技能与博士培训中培养的技能之间的差距，这表明了研究生培训中需要改进的潜在领域。因此，我们建议，双管齐下的方法对于最大化博士现有的职业机会和开发职业意识培训模式至关重要：1）鼓励学员认识到他们现有的个人技能，2）在机构层面增加资源和计划干预，以解决技能差距。最后，对两个职业类别中受过博士学位培训的员工的工作满意度评分进行比较表明，NRI 职业道路上的员工对工作的满意度与 RI 同行一样。我们的结论是，博士培训可以让毕业生为各种令人满意的职业做好准备，可能超出学员和项目负责人目前所欣赏的范围。
PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially more than trainees and program leaders currently appreciate.
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DOI：
10.1187/cbe.16-01-0066
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Layton RL;Brandt PD;Freeman AM;Harrell JR;Hall JD;Sinche M
通讯作者：
Sinche M
影响因子：
3.1
作者：
Shapiro, DT
通讯作者：
Shapiro, DT
DOI：
10.1073/pnas.1404402111
发表时间：
2014-04-22
影响因子：
11.1
作者：
Alberts, Bruce;Kirschner, Marc W.;Varmus, Harold
通讯作者：
Varmus, Harold
DOI：
10.1187/cbe.11-02-0013
发表时间：
2011
期刊：
CBE life sciences education
影响因子：
--
作者：
Fuhrmann CN;Halme DG;O'Sullivan PS;Lindstaedt B
通讯作者：
Lindstaedt B
影响因子：
3.7
作者：
Sauermann H;Roach M
通讯作者：
Roach M