A study by Vitae
on the destination of doctoral
students showed that about half of doctoral graduates are employed outside
higher education (HE) 1, 2.
The report stated that only 19% of
doctoral graduates were employed as research staff in HE and that only 22% were
teaching or lecturing in HE. On the other hand,13% were in research roles (not
in HE), 6% were in wider
teaching occupations outside HE, 27% were in other common non-teaching doctoral occupations outside HE, for
example, working as health professionals, and 14% were categorised in other occupations e.g. sales roles
2.
With less than
50% of doctoral graduates working in higher education, be it as research or
teaching staff, it comes as no surprise that at almost every science careers
focussed conference I attend, there are talks on the lack of professors and how
many PhD graduates stray from the field of academia. The number of professors
continues to diminish while the latter (PhD graduates) is growing
exponentially.
Although the
number of PhD places has increased worldwide over the years3, desire
among undergraduates and professionals for doctoral qualifications has also
increased substantially, making places in reality even more competitive. With
such highly competitive PhD places and so many applicants, are schools offering
the right career advice and are supervisors picking the right candidates?
The idea of the
intense PhD process is to groom one into the world of research and academia.
Over the three – five-year period, students find a niche area of interest
whiles developing valuable skills necessary for a life of teaching and
research. With the increasing number of doctoral graduates however,
universities lack the capacity to employ them all. Where positions are
available there is no job security due to precarious funding opportunities.
The industry and
other sectors however, also value and appreciate the transferable skills
possessed by PhD graduates. As such, a significant percentage of industrial job
adverts now consider having a PhD as essential. With the job crisis lurking
over employment these days, I believe PhD graduates have no choice but to be
flexible and hence cast their nets wide and across board. The tedious process
of grant applications, the lack of job security and funding play a key role in
deterring the once enthusiastic PhD academics from pressing on in this field4.
There are only a few handfuls who remain persistent in securing an academic
position.
But how does one
identify our future professors? I believe the answer lies in the structure of
the Science degree. I have come across a
few individuals who have shared their experience of starting a PhD and deciding
it was not their cup of tea after all. Although there is no official published
data on PhD drop outs, studies have suggested attrition rates of up to 50%5,6.
Transiting from
a degree to a PhD is almost like going from cycling to driving a truck. The
change in experience is sharp and there is the danger that inadequate preparation
can lead to a traumatic experience.
It is for this
reason that I believe the science degree needs a revamp from three to four
years to incorporate a research rotational year. This will ensure that the
right candidates, who have the desire for hours of teaching, countless
submissions of papers, presentations, proposals and grant applications, will be
offered a chance to gain the appropriate experience. This way, students get to have
a feel of independent research as opposed to the shadowed research experience generally
gained at the undergraduate level now.
Although there are
the four-year rotational studentships that serve this purpose, they are offered
as post graduate options, places remain
highly competitive and are limited to a handful of institutions. Some students
go through the Masters / MPhil route and although these play a role in bridging
the gap, positions are rarely funded and only accessible by the select few who
can afford the cost.
What is
therefore required is for the general undergraduate science program to be
updated to four-years across board to include the rotational research year. This
way, students are better placed to make informed choices with regards to
pursuing an academic /industrial career.
Aspiring PhD students will subsequently have clearer intuition on their research
area of interest, thereby reducing the dropout rate and the overflow of
graduates seeking academic positions.
I hereby conclude
that to tackle the problem of declining academics, it is imperative that
experts look back at the root cause and consider a revamp of the current
science degree system.
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