wow-inequalities/02-data/intermediate/wos_sample/806da4273dc214bb57b853caf822bca5-gaughan-m-and-robin/info.yaml

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abstract: 'The economic health of nations and regions is increasingly coming to
rest on the scientific and technical labor force conducting scientific
research. As such, enormous social resources are directed to educating
and training those who will fire the engines of economic growth. In the
first part of this paper, we compare recent investment in the scientific
and technical labor forces by two giants of nationally-supported
research endeavors: France and the United States. We find that France is
more invested in scientific and technical training, but that both
nations invest directly and indirectly in the scientific and technical
labor force. French policy is more likely to support the individual
graduate student directly through a national grant, while graduate
students in the US tend to rely indirectly on federal support through
research grants to other researchers. We then use duration models on
individual data to predict entry into a permanent academic position
within three years of completing a Ph.D. We do not find that industrial
support of graduate training has any effect on later success in
obtaining a position. There is, however, evidence of different academic
labor markets operating in each country. In France, entry into a
position has not depended on period factors, while in the US more recent
cohorts have been more successful in obtaining permanent employment.
Furthermore, postdoctoral positions in France delay or deter academic
careers, but have no impact on entry in the US: this suggest that two
different modes of scientific human resources management operate in
France and in the USA. In the USA, Ph.D.s are seen as an essential
element in the process of knowledge transfer, and early mobility does
not affect entry into permanent academic careers. In France, few
incentives are given to encourage mobility, which merely deters the
access to permanent jobs. Finally, we found that graduates of the most
prestigious undergraduate institutions were systematically advantaged in
obtaining permanent academic employment, suggesting that academic
stratification occurs very early in the training path in each country.
(C) 2004 Elsevier B.V. All rights reserved.'
affiliation: 'Gaughan, M (Corresponding Author), Georgia Inst Technol, Sch Publ Policy,
685 Cherry St NW, Atlanta, GA 30332 USA.
Georgia Inst Technol, Sch Publ Policy, Atlanta, GA 30332 USA.
Catholic Univ Louvain, IRES, B-3000 Louvain, Belgium.'
author: Gaughan, M and Robin, S
author-email: monica.gaughan@pubpolicy.gatech.edu
author_list:
- family: Gaughan
given: M
- family: Robin
given: S
da: '2023-09-28'
doi: 10.1016/j.respol.2004.01.005
files: []
issn: 0048-7333
journal: RESEARCH POLICY
keywords: 'scientific research; United States; France; scientific and technical
human capital; scientific labor force'
keywords-plus: ENGINEERS
language: English
month: MAY
number: '4'
number-of-cited-references: '41'
orcid-numbers: Gaughan, Monica/0000-0001-9638-9521
pages: 569-581
papis_id: b637d756b540e25c507d7cfa731e55c6
ref: Gaughan2004nationalscience
times-cited: '57'
title: National science training policy and early scientific careers in France and
the United States
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type: article
2023-09-28 14:46:10 +00:00
unique-id: WOS:000222071100002
usage-count-last-180-days: '0'
usage-count-since-2013: '27'
volume: '33'
web-of-science-categories: Management
year: '2004'