Changes in doctoral graduates' employment and doctoral students' views of their future career in Japan in 2012–2018

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH
Futao Huang
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引用次数: 0

Abstract

This study investigates the employment landscape and career expectations of doctoral graduates in Japan through the analysis of three national surveys conducted in 2012, 2015 and 2018. The research explores the changing factors influencing graduates' employment destinations during this period, encompassing changes by discipline and proposing strategies to address challenges faced by these graduates. Unlike previous studies, which predominantly focussed on analysing data and interviewing students, this research offers both descriptive insights and analytical perspectives on Japanese doctoral education. Key findings include an increase in doctoral graduates employed in universities and the private sector, while academia employment varies by discipline. Humanities exhibit the highest academic employment, while engineering shows diverse fluctuations. Additionally, career expectations shift, with declining interest in tenure positions and growing inclination towards non-academic paths. The study identifies challenges stemming from shifting academic appeal, skill mismatches, sector concentration and field-specific hurdles, providing insights into global trends while emphasizing Japan's unique complexities.

2012-2018 年日本博士毕业生的就业变化和博士生对未来职业的看法
本研究通过分析 2012 年、2015 年和 2018 年进行的三次全国性调查,调查了日本博士毕业生的就业状况和职业期望。研究探讨了这一时期影响毕业生就业去向的变化因素,包括各学科的变化,并提出了应对这些毕业生所面临挑战的策略。与以往主要侧重于分析数据和采访学生的研究不同,本研究提供了对日本博士教育的描述性见解和分析视角。主要发现包括:在大学和私营部门就业的博士毕业生人数有所增加,而各学科的学术就业情况各不相同。人文学科的学术就业率最高,而工科则呈现出不同的波动。此外,对职业的期望也发生了变化,对终身职位的兴趣下降,越来越倾向于非学术道路。研究指出了学术吸引力的变化、技能不匹配、行业集中和特定领域的障碍所带来的挑战,提供了对全球趋势的见解,同时强调了日本独特的复杂性。
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来源期刊
HIGHER EDUCATION QUARTERLY
HIGHER EDUCATION QUARTERLY EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
9.10%
发文量
42
期刊介绍: Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education. Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues.
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