104 lines
3.4 KiB
YAML
104 lines
3.4 KiB
YAML
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abstract: 'The economic health of nations and regions is increasingly coming to
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rest on the scientific and technical labor force conducting scientific
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research. As such, enormous social resources are directed to educating
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and training those who will fire the engines of economic growth. In the
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first part of this paper, we compare recent investment in the scientific
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and technical labor forces by two giants of nationally-supported
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research endeavors: France and the United States. We find that France is
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more invested in scientific and technical training, but that both
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nations invest directly and indirectly in the scientific and technical
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labor force. French policy is more likely to support the individual
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graduate student directly through a national grant, while graduate
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students in the US tend to rely indirectly on federal support through
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research grants to other researchers. We then use duration models on
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individual data to predict entry into a permanent academic position
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within three years of completing a Ph.D. We do not find that industrial
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support of graduate training has any effect on later success in
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obtaining a position. There is, however, evidence of different academic
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labor markets operating in each country. In France, entry into a
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position has not depended on period factors, while in the US more recent
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cohorts have been more successful in obtaining permanent employment.
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Furthermore, postdoctoral positions in France delay or deter academic
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careers, but have no impact on entry in the US: this suggest that two
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different modes of scientific human resources management operate in
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France and in the USA. In the USA, Ph.D.s are seen as an essential
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element in the process of knowledge transfer, and early mobility does
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not affect entry into permanent academic careers. In France, few
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incentives are given to encourage mobility, which merely deters the
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access to permanent jobs. Finally, we found that graduates of the most
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prestigious undergraduate institutions were systematically advantaged in
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obtaining permanent academic employment, suggesting that academic
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stratification occurs very early in the training path in each country.
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(C) 2004 Elsevier B.V. All rights reserved.'
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affiliation: 'Gaughan, M (Corresponding Author), Georgia Inst Technol, Sch Publ Policy,
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685 Cherry St NW, Atlanta, GA 30332 USA.
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Georgia Inst Technol, Sch Publ Policy, Atlanta, GA 30332 USA.
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Catholic Univ Louvain, IRES, B-3000 Louvain, Belgium.'
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author: Gaughan, M and Robin, S
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author-email: monica.gaughan@pubpolicy.gatech.edu
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author_list:
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- family: Gaughan
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given: M
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- family: Robin
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given: S
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da: '2023-09-28'
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doi: 10.1016/j.respol.2004.01.005
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files: []
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issn: 0048-7333
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journal: RESEARCH POLICY
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keywords: 'scientific research; United States; France; scientific and technical
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human capital; scientific labor force'
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keywords-plus: ENGINEERS
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language: English
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month: MAY
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number: '4'
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number-of-cited-references: '41'
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orcid-numbers: Gaughan, Monica/0000-0001-9638-9521
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pages: 569-581
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papis_id: b637d756b540e25c507d7cfa731e55c6
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ref: Gaughan2004nationalscience
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times-cited: '57'
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title: National science training policy and early scientific careers in France and
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the United States
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type: Article
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unique-id: WOS:000222071100002
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usage-count-last-180-days: '0'
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usage-count-since-2013: '27'
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volume: '33'
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web-of-science-categories: Management
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year: '2004'
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