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Open Access
Book part
Publication date: 21 May 2024

Christine Teelken, Inge van der Weijden and Stefan Heusinkveld

Although an increasing number of PhD holders will continue their careers outside academia, we know little about their further career prospects. To develop a better understanding…

Abstract

Although an increasing number of PhD holders will continue their careers outside academia, we know little about their further career prospects. To develop a better understanding of how this group constructs and justifies a successful career outside academia, we conducted semi-structured interviews with 47 PhD graduates from different disciplines (humanities, social and beta sciences) who have obtained elaborate experience working outside academia.

Drawing on a multi-career perspective, we explored the motivations of the PhD holders when making such career transitions. The findings from the interviews demonstrated how PhD holders’ main motivations were associated with their perceived organizational, community and cognitive careers. Our data analysis revealed that these motivations related to PhD holders and can be grouped along four key tensions:

  • distanced from real life (academia) versus appreciating the practical impact of their research (currently);

  • competition and performance orientation (academia) versus enjoying their current multidisciplinary collaboration towards a common goal (current);

  • Individualism and loneliness were typically experienced in academia versus autonomy and intellectual stimulation in their current work; and

  • lack of stable career perspectives in academia versus current options for competence-based development and personal growth.

distanced from real life (academia) versus appreciating the practical impact of their research (currently);

competition and performance orientation (academia) versus enjoying their current multidisciplinary collaboration towards a common goal (current);

Individualism and loneliness were typically experienced in academia versus autonomy and intellectual stimulation in their current work; and

lack of stable career perspectives in academia versus current options for competence-based development and personal growth.

Thus, while discontinuation of an academic career may easily hold a pejorative connotation, the analysis of the PhD holders’ motivations revealed important and rewarding opportunities in pursuing a career in other sectors. Overall, from our study, we can conclude that while a major gap may exist between careers in academia and ‘the corporate world’, shifting careers between these worlds is not as ‘unthinkable’ as commonly believed.

Open Access
Book part
Publication date: 21 May 2024

Marloes van Engen and Brigitte Kroon

Little research is devoted to how salary allocation processes interfere with gender inequality in talent development in universities. Administrative data from a university…

Abstract

Little research is devoted to how salary allocation processes interfere with gender inequality in talent development in universities. Administrative data from a university indicated a substantial salary gap between men and women academics, which partially could be explained by the unequal distribution of men and women in the academic job levels after acquiring a PhD, from lecturer to full professor, with men being overrepresented in the higher job levels, as well as in the more senior positions within each job level. We demonstrated how a lack of transparency, consistency and accountability can disqualify apparent fair, merit-based salary decisions and result in biased gender differences in job and salary levels. This chapter reflects on how salary decisions matter for the recognition of talent and should be an integral part of talent management.

Open Access
Book part
Publication date: 21 May 2024

Joop Schippers

This chapter is focussed on the macro context of higher education and describes the historical developments in higher education and how these developments affect academic jobs and…

Abstract

This chapter is focussed on the macro context of higher education and describes the historical developments in higher education and how these developments affect academic jobs and academic work. When we sketch the development of higher education with a few broad strokes of the pen, we see (1) a development from a small-scale elite institution to broad training (and research) institutes; (2) a struggle over control of higher education; and (3) a movement in which higher education is professionalized and increasingly assigned a societal task, with a series of consequences for education, research and impact. These developments contribute to a field of tension in which old traditions of academic behaviour must be reconciled with demands that are placed on higher education by society. This makes talent management, both on an individual and collective level, no easy task.

Open Access
Book part
Publication date: 22 February 2024

Abstract

Details

Destination Conscience
Type: Book
ISBN: 978-1-80455-960-4

Open Access
Book part
Publication date: 21 May 2024

Judith de Haan, Paul Boselie, Marieke Adriaanse, Sicco de Knecht and Frank Miedema

Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic…

Abstract

Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic performance has come under higher scrutiny for its narrow focus on the individual, promoted an exclusive, performance-oriented talent management and inhibiting collaboration, transparency and societal involvement.

As a response to the limitations of the excellency policy, this chapter examines the emergence of open science as a transformative force in the academic world. Open science represents a paradigm shift, emphasizing the importance of transparency, and increased societal engagement in the academic process. It opens up the possibility to include the context dimension, multiple stakeholders and a more diverse set of development and performance indicators.

This chapter stresses the urgent need to realign our system of recognition and rewards with the premise of open science and with talent management. By highlighting the disconnect between current recognition mechanisms and the values of universities, this chapter emphasizes the necessity of transformative changes at institutional and systemic levels.

To provide concrete insights into the implementation of these changes, this chapter explores a case study of Utrecht University. This specific example showcases how strategic decisions at an institute level allow navigation of the complexities of recognizing and rewarding open science practices. The Utrecht University case study serves as an inspiration for other institutions seeking to embrace open science and adapt their policies and practices accordingly.

Details

Talent Management in Higher Education
Type: Book
ISBN: 978-1-80262-688-9

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Abstract

Details

Obsessive Measurement Disorder or Pragmatic Bureaucracy?
Type: Book
ISBN: 978-1-80117-377-3

Open Access
Book part
Publication date: 21 May 2024

Abstract

Details

Talent Management in Higher Education
Type: Book
ISBN: 978-1-80262-688-9

Abstract

Details

Obsessive Measurement Disorder or Pragmatic Bureaucracy?
Type: Book
ISBN: 978-1-80117-377-3

Abstract

Details

Obsessive Measurement Disorder or Pragmatic Bureaucracy?
Type: Book
ISBN: 978-1-80117-377-3

Open Access
Book part
Publication date: 21 May 2024

Loes van Beuningen

High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many…

Abstract

High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many different factors are associated with the mental health crisis in graduate education, but these diverse aspects have not often been studied in relation to talent management and human resource management (HRM) strategies. Based on questionnaires and in-depth interviews, this chapter critically assesses the factors that influence doctoral students’ well-being, using as theoretical framework the self-determination theory, concerned with the social and other conditions that facilitate or hinder human well-being and flourishing, and the job demands–resources model, an occupational stress model that suggests strain is a response to imbalance between demands on the individual and the resources he or she has to deal with those demands. These theoretical frameworks help to explore the perceived job demands and resources, and motivations of a sample of 25 PhD students in the Netherlands, in order to recommend adequate talent management strategies to improve PhD work conditions at universities and reduce the increasing levels of ill-being. The study proposes a collegial model, focussing on the enjoyment of work, instead of the current managerial model, which focusses on strengthening knowledge and skills, and stimulating performance-oriented behaviour. A differentiated approach is needed, offering customized talent development for each PhD student in order to respond to his or her specific qualities, improving general well-being. This radical shift in talent management is needed to counter the mental health crisis in doctoral studies.

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