Der Arbeitsmarkt für Akademikerinnen und Akademiker
Studieren macht sich bezahlt. Nicht nur was das Einkommen von Akademiker/innen anbelangt, sondern höhere Bildung schützt in Krisenzeiten auch besser vor Arbeitslosigkeit. Das zeigen Analysen der qualifikationsspezifischen Arbeitslosenquoten seit langem. Allerdings sind die Aussichten nicht auf allen akademischen Teilarbeitsmärkten gleich gut.
Diese Infoplattform dokumentiert Literatur, Forschungsprojekte, einschlägige Institutionen und sonstige relevante Informationsquellen zur Qualifikation und Beschäftigung von Hochschulabsolvent/innen insgesamt sowie zu Arbeitsmarktchancen und Beschäftigungsbedingungen für Absolvent/innen verschiedener Studienfächer und Fächergruppen.
- Beschäftigungssituation von Akademiker/innen
- Teilarbeitsmärkte für Akademiker/innen
- Besondere Personengruppen und Aspekte
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Literaturhinweis
Soziale Ungleichheit in den Bildungsentscheidungen nach dem Abitur: Kinder von Eltern ohne Hochschulabschluss nehmen eher ein duales Studium auf (2023)
Zitatform
Christoph, Bernhard, Alexander Patzina & Carina Toussaint (2023): Soziale Ungleichheit in den Bildungsentscheidungen nach dem Abitur: Kinder von Eltern ohne Hochschulabschluss nehmen eher ein duales Studium auf. (IAB-Kurzbericht 15/2023), Nürnberg, 8 S. DOI:10.48720/IAB.KB.2315
Abstract
"Das duale Studium wird in der deutschen Hochschullandschaft immer wichtiger. Es wird untersucht, wer ein duales Studium aufnimmt und inwieweit der Bildungshintergrund der betroffenen Jugendlichen eine Rolle bei der Entscheidung für ein duales Studium spielt." (Autorenreferat, IAB-Doku)
Weiterführende Informationen
Ein begleitendes Interview finden Sie im Online-Magazin IAB-Forum Open Access. -
Literaturhinweis
Empowering female entrepreneurs through university affiliation: evidence from Italian academic spinoffs (2023)
Zitatform
Civera, Alice & Michele Meoli (2023): Empowering female entrepreneurs through university affiliation: evidence from Italian academic spinoffs. In: Small business economics, Jg. 61, H. 3, S. 1337-1355. DOI:10.1007/s11187-022-00729-z
Abstract
"Female entrepreneurship, despite increasing attention, is still largely understudied, especially in the academic context. By adopting the lenses of entrepreneurial ecosystems and feminist theories, the paper investigates the firm performance of female entrepreneurs. We provide empirical evidence of the underperformance of women-led firms, being academic spinoffs or not, compared to men-led firms in terms of growth and their overperformance in terms of survival rate. In addition, we focus on differences in the performance of women-led firms only by comparing Italian academic and nonacademic companies. In virtue of their university affiliation, women-led academic spinoffs result to grow more than women-led nonacademic spinoffs and tend to show lower survival rates, which makes them more similar to men-led companies." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
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Literaturhinweis
Ingenieurinnen im Maschinen- und Anlagenbau: Frauen für technische Berufe gewinnen und halten: Qualitative Studie im Auftrag der IMPULS-Stifung, Frankfurt/Main (2023)
Daling, Lea; Blessing, Paulina; Isenhardt, Ingrid; Borowski, Esther; Werz, Johanna M.;Zitatform
Daling, Lea, Johanna M. Werz, Paulina Blessing, Esther Borowski & Ingrid Isenhardt (2023): Ingenieurinnen im Maschinen- und Anlagenbau: Frauen für technische Berufe gewinnen und halten. Qualitative Studie im Auftrag der IMPULS-Stifung, Frankfurt/Main. Frankfurt am Main, 86 S.
Abstract
"Die Studie zeigt auf, dass in den letzten Jahren bereits positive Veränderungen angestoßen wurden, die die individuellen Karrierewege von Frauen im Ingenieurwesen fördern und unterstützen. Gleichzeitig sehen sich angehende und bereits berufstätige Ingenieurinnen noch immer mit ähnlichen Hindernissen bezüglich der gleichberechtigten Anerkennung von Fachkompetenzen, der Vereinbarkeit von Beruf und Familie sowie der fehlenden individuellen Förderung von Fach- und Führungskarrieren konfrontiert. Diese Herausforderungen werden von den Unternehmen erkannt, jedoch bedarf es aktuell konkreter Ansatzpunkte, die den Möglichkeiten und Handlungsspielräumen von z.B. familiengeführten kleinen und mittleren Unternehmen (KMU) entsprechen. Daher wurden, abgestimmt auf die aufgeführten Erkenntnisse, konkrete Empfehlungen in den Handlungsfeldern (1) Interesse wecken für das Berufsbild der Ingenieurin (vgl. Kapitel 6.1), (2) Rekrutierung und Gewinnung von Ingenieurinnen (vgl. Kapitel 6.2) sowie (3) Ingenieurinnen langfristig binden und halten (vgl. Kapitel 6.3) abgeleitet." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Students' Coworker Networks and Labor Market Entry (2023)
Zitatform
Demir, Gökay, Malte Sandner, Friederike Hertweck & Ipek Yükselen (2023): Students' Coworker Networks and Labor Market Entry. (Beiträge zur Jahrestagung des Vereins für Socialpolitik 2023: Growth and the "sociale Frage"), Kiel ; Hamburg, 30 S.
Abstract
"This paper analyzes whether and to what extent college students’ coworker networks from student jobs affect their labor market transition after graduation. The empirical analysis is based on administrative data, which includes all pre- and post-graduation job-related networks of college students who graduated from a large German university between 1995 and 2016. Our identification strategy overcomes potential bias due to non-random selection into networks by controlling for coherent sets of individual, network, and firm characteristics, as well as firm fixed effects, and by distinguishing between close and less close colleagues in the same firm. Our results suggest that college graduates benefit from the quality of their coworkers in student jobs by speeding up their transition to the labor market and earning higher wages in their first job after graduation. Our results are important for understanding the relevant ingredients for a successful transition from higher education to the labor market." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Erwerbsverläufe von Personen mit allgemeiner Hochschulreife: Auf den Abschluss kommt es an - Universität im Vergleich zu anderen Hochschulen (2023)
Zitatform
Dietrich, Hans & Alexander Patzina (2023): Erwerbsverläufe von Personen mit allgemeiner Hochschulreife: Auf den Abschluss kommt es an - Universität im Vergleich zu anderen Hochschulen. (IAB-Kurzbericht 2/2023), Nürnberg, 8 S. DOI:10.48720/IAB.KB.2302
Abstract
"Junge Menschen mit allgemeiner Hochschulreife haben beim Erwerbseinstieg einen kurzzeitigen Startvorteil, wenn sie ihr Studium nicht an einer Universität, sondern an einer anderen Hochschule abschließen. Im weiteren Erwerbsverlauf müssen aber Personen mit einem anderen Hochschulabschluss im Vergleich zu denen mit Universitätsabschluss mit Einkommens- und Statusnachteilen rechnen. Nach Geschlecht betrachtet erfahren insbesondere Absolventinnen von den anderen Hochschulen längerfristig Nachteile bei Einkommen und Erwerbsstatus." (Autorenreferat, IAB-Doku)
Weiterführende Informationen
- Sozioökonomischer Status (ISEI-88) im Erwerbsverlauf: Personen mit Abschlüssen von Universitäten und anderen Hochschulen
- Schulabgänger*innen mit allgemeiner Hochschulreife und mit Fachhochschulreife 1999 bis 2020
- Logarithmierte Stundenlöhne im Erwerbsverlauf: Personen mit Abschlüssen von Universitäten und anderen Hochschulen
- Inländische Studienanfänger*innen zwischen 1999 und 2020
- Schulabschluss und Zugang zu Universitäten und anderen Hochschulen
- Beschäftigungsquoten im Erwerbsverlauf: Personen mit Abschlüssen von Universitäten und anderen Hochschulen
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Literaturhinweis
Gender earnings gap in Canadian economics departments (2023)
Zitatform
Dilmaghani, Maryam & Min Hu (2023): Gender earnings gap in Canadian economics departments. In: Applied Economics Letters online erschienen am 05.02.2023, S. 1-8. DOI:10.1080/13504851.2023.2174494
Abstract
"The status of women in economics is increasingly researched. However, the gender earnings gap among economics faculty is rarely examined due to data limitations. Relying on Canadian Public Sector Salary Disclosure lists, we construct a unique dataset of earnings, credentials, and research productivity of economics faculty members. We find a ceteris paribus gender earnings gap, which is driven by full professors." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Der Trend zu höheren Bildungsabschlüssen: Deutschland und die Schweiz im Vergleich (2023)
Zitatform
Dionisius, Regina, Amelie Illiger, Irene Kriesi, Jörg Neumann & Marianne Müller (2023): Der Trend zu höheren Bildungsabschlüssen: Deutschland und die Schweiz im Vergleich. (BIBB Fachbeiträge zur beruflichen Bildung / Bundesinstitut für Berufsbildung), Bonn, 37 S.
Abstract
"Deutschland und die Schweiz hatten lange Zeit ähnliche (Aus-)Bildungssysteme mit klarer Trennung zwischen allgemeiner und beruflicher Bildung. Beide Länder haben ihre Systeme an die Herausforderungen der Globalisierung und des Strukturwandels auf verschiedene Weise angepasst. Vor diesem Hintergrund vergleichen wir den Trend zu höheren Bildungsabschlüssen und die relative Bedeutung der Abschlüsse in Sekundarstufe II und der Tertiärstufe zwischen 2005 und 2019. Die Diskussion der Gemeinsamkeiten und Unterschiede erfolgt in Anlehnung an die vier neuralgischen Punkte von Busemeyer/Trampusch (2012). Die Ergebnisse zeigen, dass sich die Sekundarstufe II in der Schweiz eher pluralisiert und die Tertiärstufe sich distinktiv entwickelt hat. In Deutschland ist eine umgekehrte Entwicklung zu beobachten" (Autorenreferat, IAB-Doku, © Budrich)
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Literaturhinweis
What Explains the Growing Gender Education Gap? The Effects of Parental Background, the Labor Market and the Marriage Market on College Attainment (2023)
Zitatform
Eckstein, Zvi, Michael P. Keane & Osnat Lifshitz (2023): What Explains the Growing Gender Education Gap? The Effects of Parental Background, the Labor Market and the Marriage Market on College Attainment. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 16612), Bonn, 58 S.
Abstract
"In the 1960 cohort, American men and women graduated from college at the same rate, and this was true for Whites, Blacks and Hispanics. But in more recent cohorts, women graduate at much higher rates than men. To understand the emerging gender education gap, we formulate and estimate a model of individual and family decision-making where education, labor supply, marriage and fertility are all endogenous. Assuming preferences that are common across ethnic groups and fixed over cohorts, our model explains differences in all endogenous variables by gender/ethnicity for the '60-'80 cohorts based on three exogenous factors: family background, labor market and marriage market constraints. Changes in parental background are a key factor driving the growing gender education gap: Women with college educated mothers get greater utility from college, and are much more likely to graduate themselves. The marriage market also contributes: Women's chance of getting marriage offers at older ages has increased, enabling them to defer marriage. The labor market is the largest factor: Improvement in women's labor market return to college in recent cohorts accounts for 50% of the increase in their graduation rate. But the labor market returns to college are still greater for men. Women go to college more because their overall return is greater, after factoring in marriage market returns and their greater utility from college attendance. We predict the recent large increases in women's graduation rates will cause their children's graduation rates to increase further. But growth in the aggregate graduation rate will slow substantially, due to significant increases in the share of Hispanics – a group with a low graduation rate – in recent birth cohorts." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
New Region, New Chances: Does Moving Regionally for University Shape Later Job Mobility? (2023)
Zitatform
Ehrenfried, Felix, Thomas A. Fackler & Valentin Lindlacher (2023): New Region, New Chances: Does Moving Regionally for University Shape Later Job Mobility? In: Regional Studies, Jg. 57, H. 7, S. 1239-1253. DOI:10.1080/00343404.2022.2119217
Abstract
"The extensive literature on university graduates’ regional mobility highlights the importance of early mobility, but is primarily descriptive. We contribute to the identification of the effect of mobility upon high-school graduation on subsequent mobility across labour market regions. The data permit a novel identification strategy that uses the distance to university as an instrument. To ensure comparability, we select high-school graduates from only the suburban region of a large German agglomeration in a university graduate survey. We find that early mobility leads to a sizable increase in later labour mobility, which has implications for labour market efficiency and distributional policy concerns." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Lost female talent: Gender differences in college aspirations and expectations in Germany (2023)
Zitatform
Erdmann, Melinda, Marcel Helbig & Marita Jacob (2023): Lost female talent: Gender differences in college aspirations and expectations in Germany. (WZB discussion paper P / Wissenschaftszentrum Berlin für Sozialforschung, Forschungsgruppe der Präsidentin P 2023-002), Berlin, 36 S.
Abstract
"Our study focuses on the gender gap in college aspirations and enrolment among high school students in Germany. We build on socialization theory, rational choice theory, and formal restrictions to college access to explain gender differences in idealistic college aspirations, realistic college expectations, and the disparities between the two. Specifically, we examine the prevalence of 'pessimistic' college expectations, where college aspirations are higher than expectations, which we expect to be more likely among young women than young men. By analyzing survey data from 1,766 upper secondary students in Germany, we find that women are equally interested in pursuing higher education as their male counterparts. They even express higher aspirations for college enrolment. However, women are more pessimistic than men about realizing their aspirations. While factors such as the subjective probability of success and perceived costs impact both genders, young women are also affected by formal restrictions limiting entry to their preferred fields of study." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Closing the gender gap in academia? Evidence from an affirmative action program (2023)
Fernandes, Mario; Sturm, Jan-Egbert; Hilber, Simon; Walter, Andreas;Zitatform
Fernandes, Mario, Simon Hilber, Jan-Egbert Sturm & Andreas Walter (2023): Closing the gender gap in academia? Evidence from an affirmative action program. In: Research Policy, Jg. 52, H. 9. DOI:10.1016/j.respol.2023.104865
Abstract
"This study investigates a unique incentive-based affirmative action program in Germany’s academic labor market. By analyzing a sample of business administration professors, we document that the probability that a newly tenured professor is female increases at universities that participate in this government program compared to universities that do not. By delving deeper into the mechanisms of the program, we show that program universities lowered the entry barrier for tenured professorships regarding publication records for new female professors. While favoring women, we show that the program had no harmful effects on male professors regarding the entry barrier to tenured professorships. Overall, we provide evidence of the effectiveness of financial incentives as a means of reducing female underrepresentation in academic labor markets." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))
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Literaturhinweis
Übergänge von Lehramtsabsolventinnen und -absolventen: Wer bleibt im ersten Jahr nach Studienabschluss auf dem Weg zur Lehrkraft? (2023)
Franz, Sebastian; Menge, Claudia; Gäckle, Stefanie;Zitatform
Franz, Sebastian, Stefanie Gäckle & Claudia Menge (2023): Übergänge von Lehramtsabsolventinnen und -absolventen: Wer bleibt im ersten Jahr nach Studienabschluss auf dem Weg zur Lehrkraft? In: J. Ordemann, F. Peter & S. Buchholz (Hrsg.): Vielfalt von hochschulischen Bildungsverläufen: Wege in das, durch das und nach dem Studium (2023), Wiesbaden, Springer Fachmedien Wiesbaden S. 191-222. DOI:10.1007/978-3-658-39657-2_8
Abstract
"The aim of this paper is to investigate career paths within the first 12 months after graduating with a teaching degree (master or first state examination) in an exploratory manner. Based on the panel data of teacher education students from the German National Education Panel (NEPS) Starting Cohort 5, we find that 66 % of the observed sample (N = 2,302) transition to preparatory service within the first 12 months after graduation. Another 14 % take the direct route into the teaching profession, while 20 % pursue an occupation not (directly) related to teaching. Significant differences between these groups are found, for example, in terms of gender distribution, field of study, and final grades." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Indicators for monitoring teacher shortage in the European Union: possibilities and constraints (2023)
Zitatform
Giorgio, Di Pietro (2023): Indicators for monitoring teacher shortage in the European Union: possibilities and constraints. (JRC science for policy report), Brüssel, 38 S.
Abstract
"In many EU countries the lack of qualified teachers is a persistent problem which has aggravated in recent years. While most EU Member States produce their own national teacher shortage indicators, these are based on different definitions and methodologies, which make their comparability extremely challenging. Additionally, while Eurostat collects data on two indicators that are related to teacher shortage (i.e., pupil-teacher ratio and share of older teachers (aged 60 or above)), this report shows that it would be problematic to rely on them in order to monitor the situation at EU level. A major difficulty in developing a common EU approach for measuring teacher shortage lies in the different teacher accreditation systems adopted by EU Member States. In an attempt to address the aforementioned problems, this report concludes by suggesting directions for two possible EU cross-country comparative indicators on teacher shortage." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The perceived labour market value of Massive Open Online Courses (MOOCs) in Europe and the USA (2023)
Zitatform
Goglio, V., S. Bertolini & P. Parigi (2023): The perceived labour market value of Massive Open Online Courses (MOOCs) in Europe and the USA. In: Journal of education and work, Jg. 36, H. 1, S. 37-51. DOI:10.1080/13639080.2022.2162020
Abstract
"The advantages of higher education have received significant attention over time. However, recent research seems to challenge this assumption. It highlights that returns to education may be subject to inflation, may vary in relation to skills, and may not be equally distributed, thus posing new questions about the role of formal education. Against this background, the growing popularity of new forms of online education and training such as MOOCs (Massive Open Online Courses) have emerged. Investigating the way different learners use MOOCs may contribute to a deeper understanding of the evolution of the labour market outcomes of both traditional and technologically-mediated educational qualifications. Based on 43 semi-structured interviews conducted with MOOC users in the USA and in Europe, this article explores the potential of MOOCs on the labour market. The positional competition approach can help frame the results, inasmuch as MOOCs emerge as “soft credentials”. These accessible and flexible educational tools seem to provide applicants in the job queue with additional resources, although their labour market value remains modest and ancillary to formal educational qualifications. From a long-term perspective, however, increasing reliance on this type of training may contribute to further shifting of responsibilities from collective actors to individual workers." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Double standards? Co-authorship and gender bias in early-stage academic evaluations (2023)
Zitatform
Gërxhani, Klarita, Nevena Kulic & Fabienne Liechti (2023): Double standards? Co-authorship and gender bias in early-stage academic evaluations. In: European Sociological Review, Jg. 39, H. 2, S. 194-209. DOI:10.1093/esr/jcac045
Abstract
"This article studies gender bias in early-stage academic evaluations in Italy and investigates whether this bias depends on various types of authorship in collaborative work across three academic fields: humanities, economics, and social sciences. We test our hypotheses via a factorial survey (vignette) experiment on a sample from the entire population of associate and full professors employed at Italian public universities in 2019. This is one of the few experiments conducted with university professors to consider hiring propensities in academia. Contrary to our general expectations, we do not find gender bias in relation to co-authorship in our general population of interest. However, the results provide some evidence that when the evaluator is a man, highly collaborative women academics in Italy receive less favourable evaluations of their qualifications compared to male colleagues with identical credentials. This gender bias is found in economics, a field where the conventions of co-authorship allow for greater uncertainty about individual contributions to a joint publication." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Do more educated people work for the government? (2023)
Zitatform
Ha, Jeongmin, Elizabeth Kayoon Hur & Hee-Seung Yang (2023): Do more educated people work for the government? In: Applied Economics Letters, Jg. 30, H. 2, S. 149-152. DOI:10.1080/13504851.2021.1980192
Abstract
"We investigate the effect of education on public job choice using quarter of birth as an instrumental variable. We find that an additional year of education increases the probability of public sector employment by 1.87 percentage points. However, this positive effect is driven by females, whites, and those with high school degrees or less. For those with college or higher degrees, we observe a decrease in public employment with more education. Our results imply that highly-educated individuals go into high-risk, high-return occupations." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Social Origin and Students' Trajectory Patterns at German Universities. A Sequence-Analytical Approach (2023)
Haas, Christina;Zitatform
Haas, Christina (2023): Social Origin and Students' Trajectory Patterns at German Universities. A Sequence-Analytical Approach. In: Soziale Welt, Jg. 74, H. 3, S. 431-465. DOI:10.5771/0038-6073-2023-3-431
Abstract
"Während die soziale Herkunft von Studierenden beim Übergang ins Hochschulsystem bereits häufig im Fokus stand, haben Studienverläufe – die Bildungsphase zwischen der Erstimmatrikulation bis zum endgültigen Studienabschluss (oder Abbruch) – bisher weniger Beachtung erfahren. Ausgehend von der Frage, ob und wie sich die Studienverläufe von Bachelorstudierenden unterschiedlicher sozialer Herkunft unterscheiden, versucht dieser Artikel diese Forschungslücke zu schließen. Auf der Grundlage der Verteilung akademisch-kultureller und ökonomischer Ressourcen werden konträre Hypothesen zum Zusam menhang zwischen der sozialen Herkunft der Studierenden und der Komplexität ihrer Hochschulverläufe entwickelt. Empirische Grundlage dieser Studie bildet die Studierendenkohorte des Nationalen Bildungspanels (NEPS). Die Rekonstruktion der Studienverläufe von Bachelorstudierenden mittels Sequenzmusteranalyse resul tierte in sechs Studienverlaufstypen. Multinomiale logistische Regressionen ergaben, dass vor allem Studierende aus niedrig gebildeten Elternhäusern häufiger einen (noch) nicht abgeschlossenen Studienverlauf und andere komplexe Studienverläufe aufweisen. Im Vergleich zu Studierenden, die einen linearen Standardstudienverlauf aufweisen, sind diese Unterschiede vor allem auf Unterschiede in den vorherigen Leistungen zurückzuführen, zu einem kleineren Teil jedoch auch auf Unterschiede in den von Eltern bereitgestellten weiteren Ressourcen." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Do looks matter for an academic career in economics? (2023)
Zitatform
Hale, Galina, Tali Regev & Yona Rubinstein (2023): Do looks matter for an academic career in economics? In: Journal of Economic Behavior & Organization, Jg. 215, S. 406-420. DOI:10.1016/j.jebo.2023.09.022
Abstract
"We show that physical appearance plays a role in the success of economics PhD graduates and investigate the underlying mechanisms driving this relationship. Leveraging a unique dataset of career and research productivity trajectories of PhD graduates from leading economics departments in the United States, we provide robust evidence that appearance is a predictive factor for both research productivity and job placement. Our analysis goes beyond establishing the association between attractiveness and success within the profession. By jointly examining appearance, job outcome, and research productivity, as well as the longitudinal development of the latter two over time, we show that the effect of appearance can be partially, but not fully, attributed to its role as a predictor of research productivity, with the remainder of the effect reflecting an intrinsic demand for attractiveness." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))
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Literaturhinweis
What are the chances? Clinician scientist' career pathways in Germany (2023)
Zitatform
Hendriks, Barbara & Martin Reinhart (2023): What are the chances? Clinician scientist' career pathways in Germany. (SocArXiv papers), [Charlottesville, VA], 12 S. DOI:10.31235/OSF.IO/XEJ4V
Abstract
"Background: Germany faces a lack of clinician scientists. This problem is widely acknowledged, not just in Germany, as clinician scientists are crucial for medical translation and innovation: trained in medical practice and research they are capable of translating scientific problems into clinical application and vice versa, clinical problems into research. The implementation of nationwide clinician scientist programs (CSP) in Germany is supposed to solve the lack of trained clinician scientists and, as consequence, to improve the translational relationship between biomedical research and clinical practice. Against the backdrop of an increasing number of CSP, our study provides early insights into their effectiveness with a focus on what it means to become a clinician scientist and to establish a subsequent career path as a clinician scientist in Germany. Methods: During a three-year research project, funded by the Federal Ministry of Education and Research, we studied thirteen clinician scientist programs. We developed a qualitative questionnaire and interviewed clinician scientists in training, their program supervisors, as well as policy stakeholders. The goal of the interviews was to identify the key obstacles in establishing a career path for clinician scientists in Germany. Results: We find that CSP improve working conditions for the duration of the program and provide protected time for doing research. After the programs, however, the career paths remain unstable, mainly due to a lack of target positions for clinician scientists. CSP support the initial development of the clinician scientist’ role, but not in a sustainable way, because the separation of research and patient care is stabilized on an institutional and systemic level. The tasks clinician scientists perform in research remain separate from patient care and teaching, thus, limiting their translational potential. In order to remain a clinician scientist within this differentiated system of university medicine, clinician scientists have to do a significant amount of extra work. Conclusion: We found three types of challenges for establishing and ensuring long term career paths for clinician scientists: First, local working conditions need to allow for clinician scientists to create and perform tasks that combine research, teaching, patient care and translation synergistically. Protection from the urgency of patient care and from metrics-based performance measures both in the clinic and in research seem key here. Second, a stable career path requires new target positions besides clinic management and senior residency. Third, there is a need for cultural change within university medicine that recognizes and rewards new translation-focused practices." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Perspektiven für Postdocs im deutschen Wissenschaftssystem: Kulturwandel durch Struktur- und Personalentwicklung (2023)
Jauch, Linda; Barth, Sandra; Herberger, Stefanie;Zitatform
Jauch, Linda, Sandra Barth & Stefanie Herberger (Hrsg.) (2023): Perspektiven für Postdocs im deutschen Wissenschaftssystem: Kulturwandel durch Struktur- und Personalentwicklung. (UniWiND-Publikationen 13), Freiburg, 58 S.
Abstract
"Viele Hochschulen möchten die Postdoc-Phase für die Wissenschaftler:innen transparenter gestalten. Das wird durch die Heterogenität der Gruppe erschwert, die nicht nur durch unterschiedliche Fachtraditionen, sondern auch durch unterschiedliche Ausgestaltungen der Tätigkeitsprofile geprägt ist. Somit beschäftigen wir uns in dieser Publikation zunächst mit der Frage danach, wer eigentlich als Postdoc bezeichnet wird, in welchen Organisationen diese arbeiten und ob und wie der Begriff enger gefasst werden sollte. Danach gehen wir auf die Karrieremodelle und Stellenkategorien einzelner Hochschulen und außeruniversitärer Forschungseinrichtungen (AUF) ein. Daran schließen sich Empfehlungen aus der Sicht der Graduiertenförderung und der Personalentwicklung mit Bezug zur Gestaltung von Stellenstrukturen und -kategorien an. Wir leisten damit einen Beitrag zur Strukturierung der Begrifflichkeiten und geben eine Übersicht über die Karrierewege und -modelle für promovierte Wissenschaftler:innen. Die vorliegende Publikation soll Hochschulen Handlungsempfehlungen an die Hand geben, um diese Karrierephase professionell und transparent zu gestalten" (Textauszug, IAB-Doku)
Aspekt auswählen:
- Beschäftigungssituation von Akademiker/innen
- Teilarbeitsmärkte für Akademiker/innen
- Besondere Personengruppen und Aspekte