HASS博士毕业生在学术界内外的动机和职业轨迹

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Cally Guerin
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引用次数: 16

摘要

人们普遍认为,学术就业市场非常有限,短期内不太可能扩大,但博士入学人数仍在继续上升。如果博士学位不再为学术界做准备,这些毕业生将在哪里完成学位?这项针对澳大利亚人文、艺术和社会科学博士毕业生的研究探讨了获得研究学位的动机、他们的学术经历以及他们目前的工作。这些个性化的叙述揭示了博士教育对HASS博士毕业生非学术职业就业轨迹的影响和价值。这些故事揭示了HASS博士学位持有者所经历的“残酷乐观”和积极的就业结果。有人认为,从一开始就应该鼓励博士生认真考虑他们的博士学位,为学术界以外的职业生涯做准备;这些毕业生不是“失败的学者”,而是成功地成为了高水平的知识工作者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia
It is widely accepted that the academic job market is very limited and unlikely to expand any time soon, yet enrolments in PhDs continue to rise. If the PhD is no longer preparation for academia, where do these graduates go on completing their degrees? This study of Australian PhD graduates in Humanities, Arts and Social Sciences (HASS) explores motivations to undertake a research degree, their experiences of academia, and their current employment. These personalised narratives reveal the impact and value of doctoral education on the employment trajectories of HASS PhD graduates in non-academic careers. These stories uncover both the ‘cruel optimism’ and positive employment outcomes experienced by HASS doctorate holders. It is argued that commencing PhD candidates should be encouraged from the outset to seriously consider their doctorate as preparation for careers beyond academia; rather than being ‘failed academics,’ these graduates succeed as high-level knowledge workers.
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来源期刊
Arts and Humanities in Higher Education
Arts and Humanities in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
14
期刊介绍: Arts and Humanities in Higher Education seeks to: Publish high quality articles that bring critical research to the fore and stimulate debate. Serve the community of arts and humanities educators internationally, by publishing significant opinion and research into contemporary issues of teaching and learning within the domain. These will include enquiries into policy, the curriculum and appropriate forms of assessment, as well as developments in method such as electronic modes of scholarship and course delivery.
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