Science PhD Career Preferences: Levels, Changes, and Advisor Encouragement

Abstract

Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or “alternative careers.” There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students.

Shaping the Future of Research: a perspective from junior scientists

“…However, in spite of the number of scientists remaining in long postdocs in the hopes of landing a tenure-track faculty position, the data show clearly that academia is an “alternative” career, not the default. In 2010, less than 15% of US-trained science, engineering and health sciences postdocs had obtained a tenure-track faculty position within 5–7 years of completing their PhD ( Sauermann & Roach, 2012). The rest of the job market encompasses many fields that are expanding and can benefit from the trained minds of PhDs and postdocs.…”

“…The data show that by the end of their PhD training, only 50% of graduate students want to become academics, and that expectations change over time: a faculty position becomes less attractive over the course of a PhD, in spite of active encouragement by advisors ( Sauermann & Roach, 2012). …”

Is It Time to Redefine the “Alternative” Career Path for Ecologists?

“…In many graduate programs, the main career goal following a Ph.D. is an academic, tenure-track position, and student training reflects this goal (Freeman et al 2011, Sauerman andRoach 2012). Non-academic positions, including science positions within government, non-governmental organizations, and the private sector, are perceived by many as less desirable or prestigious, and such positions have traditionally been characterized as "alternatives" to the primary career path for doctoral students.…”

Taking a Community Approach to Curriculum Change

“…In considering the academic community involved in introductory courses, the members who need to have input about the learning outcomes go beyond instructional faculty to also include graduate student instructors of introductory labs and discussions (Sundberg, Armstrong, & Wischusen, 2005) and the undergraduate students who take these courses. Engaging graduate students in curriculum reform is particularly important because many of them will design and implement courses when they move into future faculty roles (Brownell & Tanner, 2012;Sauermann & Roach, 2012). Bernstein & Greenhoot (2014) reported on a project that paired faculty with graduate student fellows and specialists across campus to make curricular changes to courses.…”