学术精英如何通过院系?最杰出的经济学家和社会学家的职业轨迹比较。

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minerva Pub Date : 2020-01-01 Epub Date: 2020-03-13 DOI:10.1007/s11024-020-09399-1
Philipp Korom
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引用次数: 1

摘要

本文将诺贝尔经济学奖得主的职业轨迹和流动性模式与那些被高度引用的社会学家进行比较,以评估理查德·惠特利提出的一种理论,该理论假设一门学科的整体智力结构与其精英组成之间存在联系。该理论预测,在内部分散的学科(如社会学)中,最杰出的学者将在他们的部门隶属关系和学术职业道路上有所不同,而在专业和共同卓越标准之间有很强联系的学科(如经济学)中,将由更同质的精英主导。这一比较为惠特利的理论提供了强有力的经验证据。最杰出的经济学家的职业生涯与该学科的前五大院系密切相关,而在社会学领域取得卓越成就的职业道路在很大程度上是不可预测的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

How Do Academic Elites March Through Departments? A Comparison of the Most Eminent Economists and Sociologists' Career Trajectories.

How Do Academic Elites March Through Departments? A Comparison of the Most Eminent Economists and Sociologists' Career Trajectories.

How Do Academic Elites March Through Departments? A Comparison of the Most Eminent Economists and Sociologists' Career Trajectories.

How Do Academic Elites March Through Departments? A Comparison of the Most Eminent Economists and Sociologists' Career Trajectories.

This article compares the career trajectories and mobility patterns of Nobel Laureates in economics with those of highly cited sociologists to evaluate a theory advanced by Richard Whitley that postulates a nexus between the overall intellectual structure of a discipline and the composition of its elite. The theory predicts that the most eminent scholars in internally fragmented disciplines such as sociology will vary in their departmental affiliations and academic career paths, while disciplines such as economics with strong linkages between specialties and shared standards of excellence will be dominated by a more homogeneous elite. The comparison provides strong empirical evidence in favor of Whitley's theory. The careers of the most eminent economists are closely tied to the top five departments of the discipline, whereas the career pathways to eminence in sociology are largely unpredictable.

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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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