Doctoral employability: A systematic literature review and research agenda

Young, Sarah; Kelder, Jo-Anne; Crawford, Joseph

doi:10.37074/jalt.2020.3.s1.5

Cited by 8 publications

(4 citation statements)

References 33 publications

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“…In practical terms, this systematic review presents an overall picture of the employment landscapes of doctorates on an international scale, highlighting common challenges across (supra)national contexts as well as distinctive characteristics within each system and enriching previous systematic reviews on this topic (Chen et al, 2023;Young et al, 2020) to wider contexts. Besides providing stakeholders with synthesised evidence for making better-informed decisions (Bearman et al, 2012), the study also identifies aspects warranting future research, including occupational success that aligns with the notion of sustainable careers (De Vos et al, 2020), the underrepresentation of non-academic employers in current discourse on doctorate employment and the divergences between different systems (Nerad & Evans, 2014;Nerad & Heggelund, 2011;Shin et al, 2018).…”

Section: Con Clus Ionsmentioning

confidence: 92%

Occupational choice, satisfaction and success of PhD graduates in East Asia and the West: A systematic review

Yang,

Fumasoli

2024

Higher Education Quarterly

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The globally expanding doctoral education and the diminishing availability of academic job opportunities have prompted an increasing proportion of PhD graduates to seek employment beyond academia, drawing a growing scholarly interest. However, the existing literature on doctoral career pathways tends to be fragmented and dispersed, given the idiosyncratic individual and educational characteristics of doctorates grappling with the complex structural factors. To depict a comprehensive picture of the diversifying employment trajectories of doctorates across various geographical, disciplinary and sectoral contexts, this study conducts a systematic review, scouring 831 pertinent journal articles from the Web of Science. Following a set of inclusion criteria, 31 papers were ultimately selected to identify the key factors shaping employment trajectories of PhD graduates at structural (national supply and demand), institutional (employers' perceptions) and individual (doctorates' characteristics) levels. Drawing on the boundaryless and value‐based career theories, the authors develop a four‐dimension analytical framework, within which the findings of the 31 papers in East Asian and Western contexts are analysed. Overall, stakeholders in Western systems generally recognise the trend of PhD graduates securing non‐academic employment, whereas East Asian nations appear less receptive to this agenda. Meanwhile, due to their strong emphasis on research skills utilisation and employment stability, PhD graduates in certain economies find it challenging to pursue satisfying and successful careers, warranting increased attention. Building on the findings, we propose a four‐quadrat model in an effort to provide a tool for evaluating the capacity to absorb doctoral workforces of specific systems by categorising the doctoral professions. Highlighting shared patterns observed across various higher education systems and distinct trends prevalent in specific economies, this paper addresses key topics in doctoral education and doctorate employment literature such as labour market conditions, employment outcomes, job satisfaction, skills (mis)matches and sustainable careers.

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Section: Con Clus Ionsmentioning

confidence: 92%

Occupational choice, satisfaction and success of PhD graduates in East Asia and the West: A systematic review

Yang,

Fumasoli

2024

Higher Education Quarterly

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“…We raised questions in our invitation to researchers that intended to provoke critical and theoretical consideration. Some of these questions related to doctoral education's central purpose: how might the multiple understandings of doctorateness be contested (Carter and Gunn 2019;Jones 2009); are doctoral examination systems fit-for-purpose (Kumar and Sanderson 2020); what about institutional responsibility for employability within a globalised higher education market (Young, Kelder, and Crawford 2020)? Doctoral education sits at the heart of the purpose of academic research.…”

Section: Working In the Borderlands: Critical Perspectives On Doctoral Educationmentioning

confidence: 99%

Working in the borderlands: critical perspectives on doctoral education

Carter¹,

Smith²,

Harrison³

2021

Teaching in Higher Education

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“…Employability has contested meaning, often situated in one of three orientations: process and policy; people and capabilities; or employment and performance (Knight & Yorke, 2004;Young, Kelder, & Crawford, 2020). In relation to process, universities are expected to enact responsibility towards students through enabling career development opportunities (Irwin, Nordmann, & Simms, 2019;Jackson & Bridgstock, 2021).…”

Section: Employabilitymentioning

confidence: 99%

“…Kendal and Waterhouse-Watson (2020), for example, described the role of universities as providing personalised careers advice, including, but not limited to, the pursuit of academic careers. In respect to people and capabilities, employability refers to having capabilities, such as communication, critical thinking, leadership and problem-solving skills, which should be developed throughout postgraduate study in any discipline or degree-type (Young et al, 2020). In relation to employment and performance metrics, employability is measured as a binary (i.e., employed versus unemployed or underemployed) with university qualifications ranked by virtue of the percentage of graduates employed within a time-limited period after graduation.…”

Section: Employabilitymentioning

confidence: 99%

Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

Cook

Crane

Kinash

et al. 2021

JTLGE

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Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.

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Doctoral employability: A systematic literature review and research agenda

Cited by 8 publications

References 33 publications

Occupational choice, satisfaction and success of PhD graduates in East Asia and the West: A systematic review

Occupational choice, satisfaction and success of PhD graduates in East Asia and the West: A systematic review

Working in the borderlands: critical perspectives on doctoral education

Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

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