دانلود رایگان مقاله لاتین استدلال نامعتبر سیستم علمی از سایت الزویر
عنوان فارسی مقاله:
تعداد بسیار زیاد دکترا؟ استدلال نامعتبر برای کشورهای توسعه یافته سیستم های علمی و دانشگاهی: مورد پرتغال
عنوان انگلیسی مقاله:
Too many PhDs? An invalid argument for countries developing their scientific and academic systems: The case of Portugal
سال انتشار : 2015
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بخشی از مقاله انگلیسی:
2. The changing nature of PhDs
Obtaining a doctorate degree is considered a high educational achievement, and the starting point of a research career (Jairam and Kahl, 2012). Traditionally, a PhD was pursued mainly by those of a strictly academic persuasion, intent on spending their lives in academia and engrossed in research and teaching endeavors (Delanty, 2002). The dawn of global knowledge societies and the rise of mass education led to a multitude of higher education reforms worldwide, and to universities and academics adapting to new times (Bleiklie and Kogan, 2007; Heitor et al., 2014; Cattaneo et al., 2014). These adaptations included challenging some of academia's basic values (such as collegiality; see Ferlie et al., 2008) and the traditional idea of doctoral education, among others (Usher, 2002). Although doctoral training has maintained its focus on research, doctoral students are increasingly being asked to acquire diverse, transferable and flexible skillsets that enable them to adapt to work in sectors other than higher education and research (Jackson, 2013). Their emerging role is not limited to research, and some studies have found PhDs working in industry to have less of a “taste for science” than those working in academia (Roach and Sauermann, 2010). The increasing number of PhDs moving into sectors other than academia can be interpreted as a tacit recognition of the importance of PhDs to the knowledge economy (Castro-Cruz and Sanz-Menéndez, 2005). For example, in the US, whereas in the 1960s, it was estimated that 85% of doctorate recipients took on academic positions, in 1994–1998 only 36% took on full-time positions at universities (Pion et al., 2003). The fact that more PhDs began to be employed in non-academic sectors, necessarily because of a lack of positions in academia or because of their desire to work outside academia (Enders, 2002), led some universities – in times of growing accountability – to transform their PhD program training to increase employability and efficiency (Cuthbert and Molla, 2014). Many PhD programs now are intended to develop specific workplace skills perceived as desirable by employers to the detriment of knowledge production skills (Craswell, 2007). New types of doctoral training have emerged to meet new professional options for doctoral students. A paradigmatic case is the “professional PhD”, which aims to provide specific training to those who seek to work outside academia (Fenge, 2009). Entrepreneurship and knowledge transfer skills have been particularly highlighted in many programs worldwide, in association with the ultimate goal to foster skills for the creation of new science-based firms (Breschi et al., 2014). Also, many universities worldwide are increasingly adopting the practice of “PhD by publications” as a pragmatic approach towards doctorate training (Jackson, 2013) that increases the levels of knowledge productivity, together with the visibility of new doctorate holders (Horta and Santos, 2015). However, there is some evidence that those who pursue non-traditional doctoral programs are not necessarily departing academia but remain there with a different profile from those pursuing traditional PhDs (Wellington and Sikes, 2006).
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کلمات کلیدی:
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