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Vertelyte, Mante (2026): Affective Temporalities When Making It Within Academia. The Case of Early Career Female Scholars in STEM. In: Gender, work & organization, Jg. 33, H. 2, S. 572-582. DOI:10.1111/gwao.70068

Abstract

"Only few women make it to permanent academic positions in STEM (Science, Technology, Engineering, and Mathematics). While working under temporary contracts, early career scientists have to fulfill a complex set of tasks in a limited amount of time and develop their CVs to compete for a permanent position. Based on interviews with early career female scientists working in the field of astrophysics at Danish universities, the article examines the affective mattering of time in their aspirations of pursuing academic positions in STEM. Specifically, through the women's narratives around the practice and notion of “having time with the telescope, ” this article analyses how intensities around telescope time affectively shape the routines of academic work and future aspirations. Asking how time comes to affectively matter in the experiences of early career female astrophysicists, the article engages with feminist new materialism and affect theory. The analysis shows how telescope time becomes an affective temporal intensity that simultaneously entangles hopes and fears for the future, the embodied gendered (im)possibilities of making it within academia, and temporal discrepancies between fixed-term academic contracts and the infinitude of scientific goals and aspirations." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))

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Völk, Daniel, Julia Steinkühler & Jessica Ordemann (2026): Studieren, um zu bleiben? Erwerbsabsichten internationaler Studierender in Deutschland. (DZHW-Brief 2026,01), Hannover, 8 S. DOI:10.34878/2026.01.dzhw_brief

Abstract

"Im Wintersemester 2024/25 studierten etwa 400.000 internationale Studierende in Deutschland. Etwa 90 % dieser Studierenden streben einen Studienabschluss in Deutschland an." (Autorenreferat, IAB-Doku)

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Weisser, Reinhard A. (2026): Run, graduate, run: Internationally mobile students’ reactions to changing political landscapes in Europe. In: Public Choice, Jg. 206, H. 3-4, S. 455-487. DOI:10.1007/s11127-025-01313-1

Abstract

"Over the last decades, Europe has attracted an increasing number of internationally mobile students. The related influx of talent into European labour markets constituted an important factor in the knowledge economy. This research addresses the question of whether changing political landscapes in Europe, such as increasing support for right-wing parties, could translate into a diminishing attractiveness of European economies. To this end, international graduates’ staying behaviour in 27 European destination countries is compared based on bilateral stay rates for 144 countries of origin from 2009 to 2019. International graduates are found to display a notable sensitivity concerning the electorate’s preferences: If the potential median voter is located on the right of the political spectrum, the number of international graduates willing to stay declines by about one quarter. This effect is stronger in election years when voters’ political preferences become more salient. Further results suggest that international graduates are also more prone to leaving if the political centre erodes or one of the political fringes becomes too dominant. Eventually, this amounts to a considerable loss for European economies since international graduates have acquired destination country-specific human capital and are easily integrated into host societies." (Author's abstract, IAB-Doku) ((en))

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Wollscheid, Sabine, Kaja Wendt, René Krempkow & Eirik Øye (2026): Gendered Time-Use Patterns in Academic Activities Among Researchers in Germany and Norway. In: Higher education policy, Jg. 39, H. 2, S. 432-461. DOI:10.1057/s41307-024-00385-w

Abstract

"Drawing on the debate about sustainable academic careers in European countries, this article investigates patterns of time-use on academic activities for female and male researchers in Germany and Norway. More specifically, we investigate different gendered conditions for academic work related to patterns across career stages, disciplines and citizenship. We use data from the German Scientists Survey 2019 and the time-use survey of academic staff in Norway 2021 conducting descriptive and bivariate analyses. Gendered patterns in academic time-use appear to differ according to career stage, country context and disciplines in both countries. For citizenship, gendered patterns are moderate, but gendered patterns across career stage and discipline are reproduced. By simultaneously investigating female and male researchers across career stage, discipline and country, we can show more nuanced patterns of academic time-use. Thus, findings provide implications for further research combining various indicators for female and male researchers to inform policies in both countries." (Author's abstract, IAB-Doku) ((en))

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Yu, Zhanhan & Alfonso Flores-Lagunes (2026): Monopsony in academia and the gender pay gap: Evidence from California. In: Labour Economics, Jg. 100. DOI:10.1016/j.labeco.2026.102885

Abstract

"We investigate monopsony power in a highly-skilled labor market given by tenure-ranked faculty in the University of California system, and analyze differential monopsony power exposure by gender. We infer the campus-level labor supply elasticity by estimating the elasticity of separations utilizing individual-level faculty data and two instruments based on campus revenues and salary scales. We find that the “exploitation rate ”, a common measure of monopsony power, is about 7% for tenure-ranked faculty. There is a statistically significant difference in the monopsony power experienced by male and female faculty that appears to account for a relatively small percentage of the observed gender pay gap. We provide evidence that the gender difference in monopsony power experienced may be driven by academic fields with more options outside of academia." (Author's abstract, IAB-Doku, © 2026 Published by Elsevier B.V.) ((en))

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(2026): Bullying in education: Prevalence, impact and responses across countries. (OECD education working papers 341), Paris, 56 S. DOI:10.1787/d9f8bd9f-en

Abstract

"Bullying, whether in person or online, is a barrier to inclusive, high-quality education and to cohesive societies. This OECD working paper documents bullying prevalence and trends across OECD and accession countries between 2015 and 2022, using PISA data. Regression analyses point to marked disparities in bullying exposure across student groups, with socio-economically advantaged boys with an immigrant background facing particularly elevated risks. The paper also synthesises evidence on how bullying can harm individual students, and how these individual effects can spill over to schools and, over time, generate wider social and economic costs. It then reviews strategies to prevent and respond to bullying, encompassing both national-level policies and school-based initiatives. The paper concludes with policy implications concerning a coherent anti-bullying system-level strategy, strengthened school staff capacity, school interventions combining universal prevention with targeted support, routine prevalence monitoring and robust impact evaluations." (Author's abstract, IAB-Doku) ((en))

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Addabbo, Tindara & Chiara Mussida (2025): Inequalities in Talents’ Earnings: A Tale of Two European Countries. In: Social indicators research, Jg. 180, H. 2, S. 569-588. DOI:10.1007/s11205-025-03692-w

Abstract

"This paper explores the wage inequalities for the population group of highly talented youth in Italy and Germany, that is the main destination country of Italian talents. We use cross sectional data from the European Union Statistics and Living Conditions Survey for the years 2012 and 2022. We estimate unconditional quantile regression to investigate the wage of Italian and German talents and, within talents, between genders (Italian male versus German male, and Italian female versus German female), across the overall wage distribution. We also apply a decomposition technique of the wage gaps. Our findings suggest a substantial increase in the wage gap at the disadvantage of Italian talents in 2022 largely determined by differences in returns with a higher change for female talents. The gap, indeed, is increasing more for female talents especially at the top of the wage distribution. The gender wage gap within talent shows an increase for talents in Italy (from 10% in 2012 to 22.5% in 2022) and a reduction in Germany (from 27.5% in 2012 to 15% in 2022), with a higher unexplained share of the gender wage gap in Italy than in Germany. An increasing wage gap at the disadvantage of Italian talents, together with better conditions for employed talents in Germany, are consistent with the observed flow of talents from Italy to Germany and call, wishing to increase attractiveness for Italian talents, for policies able to reduce the observed distance within the two countries." (Author's abstract, IAB-Doku) ((en))

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Adler, Katharina, Fabian Kosse, Markus Nagler & Johannes Rincke (2025): Earnings expectations of “First-in Family” university students and their role for major choice. In: Labour Economics, Jg. 95. DOI:10.1016/j.labeco.2025.102743

Abstract

"How do students’ earnings expectations differ by being the first in their family to attend university (FiF) and how do they affect field of study choice? We leverage unique survey and administrative data to document sizable gaps in expected earnings between FiF and non-FiF students. Our data can explain two-thirds of this gap, with the largest share attributable to field of study choice. We show that FiF students sort less into study fields based on their earnings expectations. Investigating potential explanations, we find that in high-earning fields, FiF students expect lower own ability and worse non-wage amenities than non-FiF students." (Author's abstract, IAB-Doku, © 2025 The Authors. Published by Elsevier B.V.) ((en))

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Adler, Katharina, Fabian Kosse, Markus Nagler & Johannes Rincke (2025): Earnings Expectations of “First-in-Family” University Students and Their Role for Major Choice. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 17720), Bonn, 27 S.

Abstract

"How do students' earnings expectations differ by being the first in their family to attend university (FiF) and how do they affect field of study choice? We leverage unique survey and administrative data from a German university to document sizable gaps in expected earnings between FiF and non-FiF students. Our data can explain two-thirds of this gap, with the largest share attributable to field of study choice. We show that FiF students sort less into study fields based on their earnings expectations. Investigating potential explanations, we find that they expect lower own ability and worse non-wage amenities in high-earning fields." (Author's abstract, IAB-Doku) ((en))

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Alice, Bertoletti (2025): Examining the Impact of Higher Education Institutions on Graduate Employment Outcomes. (JRC science for policy report JRC140261), Brüssel, 61 S.

Abstract

"This report examines the factors influencing graduate employability in Europe, with a particular focus on the role of higher education institutions (HEIs). The empirical analysis combines data from the Eurograduate Pilot Survey 2018 and the European Tertiary Education Register (ETER), covering seven European countries and two graduate cohorts (one and five years post-graduation). The study assesses three key employment outcomes: employment status, salary, and skill-job match. Through multilevel analysis and clustering methods, the report explores how HEIs contribute to variations in these outcomes, considering factors such as size, funding, and research activity. The findings emphasise the significance of HEI characteristics in shaping graduate success, providing valuable insights for policymakers, universities, and students in a rapidly changing labour market." (Author's abstract, IAB-Doku) ((en))

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Anger, Silke, Sarah Bernhard, Hans Dietrich, Christine Hübner, Adrian Lerche, Alexander Patzina, Malte Sandner, Carina Toussaint & Lukas Wilzek (2025): Wenn der Bildungsweg eine neue Richtung nimmt: Warum Abiturient*innen ihr Studium oder ihre Ausbildung abbrechen. In: IAB-Forum H. 25.07.2025. DOI:10.48720/IAB.FOO.20250725.01

Abstract

"Abbrüche eines Studiums oder einer Ausbildung prägen nicht nur individuelle Bildungs- und Karrierepfade, sondern haben auch gesamtwirtschaftliche Folgen. Angesichts zunehmender Fachkräfteengpässe und steigender Ausbildungskosten gewinnt die Vermeidung solcher Abbrüche an Bedeutung. Dass Abiturient*innen ihr Studium oder ihre Ausbildung vorzeitig beenden, hat vielfältige Ursachen. Häufigster Grund ist die fehlende Übereinstimmung der persönlichen Interessen mit den Inhalten des gewählten Bildungswegs." (Autorenreferat, IAB-Doku)

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Anisfeld, Ari, Elizabeth Bell, Oded Gurantz & Dennis A. Kramer (2025): Costly withdrawals reduce future college-going for low-income students: Evidence from Return of Title IV funds. In: Economics of Education Review, Jg. 109. DOI:10.1016/j.econedurev.2025.102723

Abstract

"Governments must strike a balance between promoting access to financial aid while at the same time remaining good stewards of taxpayer funds by preventing fraudulent access. This paper focuses on one of the largest-scale and most consequential policies determining whether students maintain access to Title IV aid, the “Return of Title IV” funds policy, referred to as R2T4. Students receiving Title IV aid who withdraw from college before completing the academic term are subject to an R2T4 calculation that could require the student or college to pay back any unearned Title IV funds to the federal government. We estimate the causal impacts of the R2T4 policy on student outcomes in a regression discontinuity design, leveraging a cutoff in the formula that determines whether a student or their college is required to return aid. We find that students at our threshold, who earn 60 percent of the federal aid to which they were entitled, must return $1,600 on average. Such debt makes students almost four percentage points less likely to re-enroll in college the following year and 2.6 percentage points within 4 years. These results are driven by students in the bottom half of the R2T4 income distribution who experience persistent enrollment declines of roughly 5.5 percentage points. Our findings add to a growing body of literature revealing the detrimental impacts of complex administrative processes on student outcomes, particularly for students from marginalized communities interacting with federal policies." (Author's abstract, IAB-Doku, © 2025 The Authors. Published by Elsevier Ltd.) ((en))

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Baltrunaite, Audinga, Alessandra Casarico & Lucia Rizzica (2025): Women in economics: The role of gendered references at entry in the profession. In: European Economic Review, Jg. 180. DOI:10.1016/j.euroecorev.2025.105155

Abstract

"We study the presence and the extent of gender differences in reference letters for graduate students in economics and finance, and how they relate to early labor market outcomes. To these ends, we build a novel rich dataset and combine Natural Language Processing techniques with standard regression analysis. We find that men are described more often as standout and women as grindstone, i.e., hardworking and diligent; these differences are mainly driven by male letter writers, especially more senior ones. We then show that the former (latter) characteristics relate positively (negatively) with various subsequent career outcomes and that women obtain lower positive (marginally larger negative) returns from being described as standout (grindstone). We argue that, taken together, this evidence is consistent with the presence of implicit gender stereotypes as driving the observed differences in the way candidates are described." (Author's abstract, IAB-Doku, © 2025 Elsevier B.V. All rights are reserved, including those for text and data mining, AI training, and similar technologies.) ((en))

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Barigozzi, Francesca, Natalia Montinari, Giovanni Righetto & Alessandro Tampieri (2025): Beyond Human Capital: Mobility intentions, IT skills, and the Early Gender Wage Gap. (Quaderni - working paper DSE / Alma Mater Studiorum - Università di Bologna, Department of Economics 1212), Bologna, 34 S.

Abstract

"In most countries, women systematically outperform men in academic achievement across fields of study. Yet within a year of graduation, they earn less, face lower employment rates, and are more likely to work part-time. If human capital were the sole determinant of pay, this pattern would be difficult to reconcile. We address this puzzle by extending the statistical discrimination framework 'a la Phelps (1972) to include not only human capital but also additional components of productivity, such as IT skills and mobility intentions -the willingness to travel or relocate for work -which might capture candidates' technological proficiency and adaptability. Using rich microdata from the AlmaLaurea survey of master's graduates from the University of Bologna (2015–2022), we show that while human capital alone predicts no gender wage gap in favor of men, combining it with mobility intentions reproduces the early wage disadvantage observed for women in Economics and Engineering. We further show that IT skills -an observable CV trait constructed from multiple IT-skill items- reduce the residual gender wage gap, especially in Engineering. Our findings highlight the importance of complementing human capital with field-specific preference and skill traits to explain-and potentially address-early gender wage gaps." (Author's abstract, IAB-Doku) ((en))

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Bernhofer, Juliana, Luca Bonacini & Giuseppe Pignataro (2025): Nudging women towards pursuing their university careers. In: Economica, Jg. 92, H. 367, S. 883-919. DOI:10.1111/ecca.12577

Abstract

"This study explores the impact of light-touch interventions on the academic outcomes of female scholarship recipients. In a randomized trial involving nearly 2000 students at the University of Bologna, we delivered a targeted message highlighting how higher education can reduce the gender gap in the labour market, and boost employment prospects. The nudge increased the likelihood of meeting scholarship requirements by nearly 5 percentage points, alongside significant gains in passing exams with higher credit values, and a reduction in failed exams in the medium term, with no short-term effects. Notably, there was an improvement in grades during the July/August exam period, reflecting a shift towards prioritizing quality over quantity in academic efforts, even though grades were not part of the requirements for maintaining scholarships. Treated students exhibited enhanced academic focus and more strategic study habits, without increasing overall exam load. These findings highlight the potential of cost-effective informational nudges to drive meaningful changes for women facing financial and informational barriers, providing valuable insights for policies designed to support female students. The results emphasize the importance of well-timed informational interventions in helping women to make informed decisions about their education, ultimately enhancing their academic success and long-term economic prospects." (Author's abstract, IAB-Doku) ((en))

Abstract

"Wissenschaftlerinnen und Wissenschaftler in einer frühen Karrierephase (WiKa) tragen bereits während ihrer wissenschaftlichen Qualifizierung auf entscheidende Weise zu wissenschaftlichem und gesellschaftlichem Erkenntnisgewinn und Innovation bei. Zugleich ist die Qualifizierung von WiKa eine Voraussetzung, um den zukünftigen Bedarf an hoch qualifizierten Arbeitskräften in der modernen Wissensgesellschaft abdecken zu können. Dabei kommt auch der Berichterstattung zu WiKa besondere Bedeutung zu. Ziel des BuWiK ist es, die vorhandenen Ergebnisse und Daten zu WiKa in Deutschland aufzubereiten und ausgewertet zur Verfügung zu stellen. Damit sollen empirisches Grundlagenwissen für die Wissenschaft, relevantes Steuerungswissen für Bund, Länder, Wissenschaftseinrichtungen und Förderorganisationen sowie Orientierungswissen für WiKa selbst geschaffen werden. In Teil A werden die Rahmenbedingungen der Qualifizierung von WiKa aufgeführt und die im Bericht genutzten Methoden erläutert. Teil B enthält statistische Daten und aktuelle Forschungsergebnisse zum Bestand von WiKa, zu Arbeits- und Beschäftigungsbedingungen, zu Qualifizierungsbedingungen in der Promotionsphase und zu Übergängen in die Qualifizierung sowie zu Karrierewegen und beruflichen Perspektiven nach der Promotion. Weiterhin werden die Themen Befristung in der wissenschaftlichen Beschäftigung, Vereinbarkeit von Familie und wissenschaftlicher Karriere sowie Internationalität und internationale Mobilität von WiKa behandelt. Darüber hinaus erfolgen Darstellungen zu den Auswirkungen der Coronapandemie auf WiKa. Die bislang erschienenen Bundesberichte haben jeweils unterschiedliche thematische Schwerpunkte gesetzt: - Qualifizierungsabschlüsse und internationaler Vergleich (2008) - Berufsperspektiven und der Karriereverlauf nach der Promotion (2013) - Vereinbarkeit von Familie und akademischer Karriere (2017) - Karriereverläufe Promovierter (2021) Das Schwerpunktthema des BuWiK 2025 ist die Etablierung der Tenure- Track- Professur. In Teil C des Berichts werden die Entwicklung des Bund- Länder- Programms und Hintergründe zur wissenschaftspolitischen Diskussion dargestellt. Zudem wird untersucht, welche Auswirkung die Einführung und Etablierung der Tenure- Track- Professur in Deutschland - auf die Personalstruktur und das Karrieresystem an den Hochschulen, - auf die Weiterentwicklung rechtlicher Rahmenbedingungen und - auf etablierte Entscheidungsprozesse und Verfahren an den Hochschulen hat. Ferner wird untersucht, wie attraktiv der Karriereweg der Tenure- Track- Professur im internationalen Vergleich ist. Hierbei wird Deutschland mit Österreich, der Schweiz und den Niederlanden verglichen." (Textauszug, IAB-Doku)

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Buechele, Stefan, Matthias Huegel, Valon Kadriu & Johannes König (2025): A longitudinal analysis of research dynamics at German public and private universities. In: Higher education. DOI:10.1007/s10734-025-01571-4

Abstract

"This study examines the dynamics of the German university system, focusing on the competition between public and private universities and the impact of institutional boundaries. Utilizing concepts from competition theory, we conceive a framework to explore universities’ research-related resource and product measures over two decades. We find that public universities have larger faculties and greater access to public funding, while private universities exhibit faster growth in research productivity. Despite their initial disadvantages, private universities have outpaced public universities in publication quantity and quality since 2010. Competition for research funding, talent, and reputation is central to both types of institutions, with public universities securing more highly competitive third-party funding. Our research indicates that both types of universities have led to a form of institutional isomorphism, where both public and private universities are increasingly converging in their strategies regarding publication outcome and personal recruitment, but not in funding." (Author's abstract, IAB-Doku) ((en))

Abstract

"Die vorliegende Studie analysiert die Chancengerechtigkeit in wissenschaftlichen Karrieren in Deutschland im internationalen Vergleich auf Grundlage von Daten aus der aktuellen Ausgabe (2024) des She-Figures-Reports der EU. Ergänzend werden auch Daten u.a. aus dem neuen Bundesbericht Wissenschaftlerinnen und Wissenschaftler in einer frühen Karrierephase (BuWiK 2025) betrachtet. Im Mittelpunkt stehen geschlechterbezogene Ungleichheiten entlang verschiedener Karrierestufen, von der Promotion über die Beschäftigung von Forscherinnen nach Wirtschaftssektoren bis hin zur Karriereentwicklung von Wissenschaftlerinnen auf verschiedenen Stufen (Leaky Pipeline). Die Auswertungen zeigen, dass Deutschland trotz einiger Fortschritte weiterhin in nahezu allen Dimensionen und bei vielen Indikatoren des neuen She-Figures-Index unter dem EU-Durchschnitt liegt, zum Teil sehr deutlich. Besondere Herausforderungen bestehen in der vertikalen und horizontalen Geschlechtersegregation sowie beim Gender Pay Gap. Auf Basis der Ergebnisse und theoretischer Konzepte werden strukturelle und kulturelle Erklärungsansätze diskutiert und es wird ein Ausblick auf weitere Forschung gegeben, zur Generierung eines umfassenden Kenntnisstandes zu Chancendisparitäten und seinen Ursachen im Wissenschaftssystem. Hierzu zählt etwa die Herausarbeitung von Unterschieden (z.B. in der Leaky Pipeline) nach Fachdisziplinen und institutionellen Kontexten" (Textauszug, IAB-Doku)

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Bör, Nicolai (2025): Gleichwertigkeit und soziale Ungleichheit. Eine empirische Untersuchung des Prestiges von beruflicher Ausbildung und Studium im Kontext der beruflichen Orientierung von Schüler/-innen. (BIBB discussion paper / Bundesinstitut für Berufsbildung), Bonn, 105 S.

Abstract

"Der Fachkräftemangel, der sich gerade auch im mittleren Qualifikationsbereich verschärft, rückt die Berufswahl von Jugendlichen zunehmend in den Fokus der Aufmerksamkeit. Ein wichtiger Entscheidungsfaktor im Berufswahlprozess sind Vorstellungen über das Prestige von Bildungswegen und Berufen. Diese Prestigevorstellungen sind gerade bei jungen Menschen bislang nur wenig erforscht. Im Mittepunkt dieses Beitrags stehen daher die Prestigevorstellungen von Schülerinnen und Schülern hinsichtlich beruflicher Ausbildung und Studium. Anknüpfend an gesellschaftliche und wissenschaftliche Diskurse zur Gleichwertigkeit akademischer und beruflicher Bildungswege wird der Frage nachgegangen, welche Faktoren die Prestigebewertungen von Schüler/-innen prägen und welche Rolle soziale Ungleichheitsmechanismen in diesem Zusammenhang spielen. Die empirischen Analysen beruhen auf Daten der BIBB-TUDa-Berufsorientierungsstudie, die in den Jahren 2021-2023 an weiterführenden Schulen in NRW, Hessen und Rheinland-Pfalz durchgeführt wurde. Auf der Grundlage theoretischer Ansätze und empirischer Forschungsergebnisse zu Berufswahl, Bildungsentscheidungen, Bildungsungleichheit und Prestige werden Hypothesen zu den zentralen Einflussfaktoren auf die Prestigebewertungen von Studium und beruflicher Ausbildung formuliert, modelliert und analysiert. Konkret werden Schulform, Schulleistung, sozioökonomischer Hintergrund, Migrationshintergrund und Erwartungen des nahen sozialen Umfelds als potenzielle Einflussfaktoren in die Analyse eingeschlossen. Darüber hinaus wird die Bedeutung der Prestigebewertungen für die nachschulische Bildungsaspiration untersucht. Im Vergleich der zwei Bildungswege zeigt sich, dass die befragten Schüler/-innen das Prestige eines Studiums etwas höher einschätzen als das Prestige einer beruflichen Ausbildung. Die vorliegenden Ergebnisse deuten zudem darauf hin, dass es unter den einbezogenen Faktoren vor allem die den Eltern zugesprochenen Erwartungshaltungen sind, die Differenzen in der Prestigeeinschätzung der Jugendlichen erklären können. Generell zeichnen sich Bewertungsunterschiede vor allem für das Prestige einer beruflichen Ausbildung ab, während die Schüler/-innen das Prestige eines Studiums vergleichsweise homogen einschätzen. Dass Prestigevorstellungen Bildungsaspirationen prägen, spiegelt sich auch in den Ergebnissen dieser Untersuchung wider. Andere Faktoren, allen voran auch in diesem Zusammenhang die elterliche Erwartungshaltung, erweisen sich im Modell jedoch als bedeutendere Prädiktoren." (Autorenreferat, IAB-Doku)

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Bünstorf, Guido, Johannes König & Anne Otto (2025): Keeping up with the Max Plancks? Germany’s quest for university excellence and the role of public research institutes in doctoral education. In: Scientometrics, Jg. 130, H. 1, S. 67-108., 2024-10-21. DOI:10.1007/s11192-024-05195-w

Abstract

"Doctoral education is a crucial stage in the academic socialization of early-career researchers. Prior research has shown that career paths and activities of Ph.D.s are shaped by the universities and departments in which they were trained. To widen this focus, we analyze the role of public research organizations (PROs) and private-sector firms as organizational employment contexts of doctoral education. The empirical context of our study is Germany, where PROs and firms employ large numbers of doctoral candidates and provide the organizational environment for their dissertation research. Utilizing a novel process-generated dataset that covers about 40,000 STEM Ph.D.s who graduated from 1995 to 2011, we find that Ph.D.s employed at PROs during doctoral education are more likely to stay in academia than their university-employed peers. Despite extensive policy efforts that sought to strengthen the research performance of German universities, doctoral candidates employed at basic research-oriented PROs had the strongest cross-cohort increase in their post-graduation academic employment share. This group also experienced the most pronounced fall in the share of high post-graduation income owners. Industry-employed doctoral candidates are unlikely to migrate to the academic sector and have the highest likelihood of obtaining high post-graduation incomes." (Author's abstract, IAB-Doku, © Springer Nature) ((en))