Do We Need Incentives for PhD Supervisors?

Sadowski, Dieter; Schneider, Peter; Thaller, Nicole

doi:10.1111/j.1465-3435.2008.00357.x

Cited by 11 publications

(4 citation statements)

References 13 publications

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“…research training groups, inter-institutional cooperation). Some scientists turned into scientific entrepreneurs that were able to create an innovative coalition and to overcome strong internal and external obstacles (Sadowski et al 2008;Schneider et al 2010 in this volume;Kuhlmann 2007, 2008).…”

Section: Fig 1 Theoretical Framework Of the Research Groupmentioning

confidence: 99%

Governance and Performance in the German Public Research Sector

Jansen¹

2010

Higher Education Dynamics

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Section: Fig 1 Theoretical Framework Of the Research Groupmentioning

confidence: 99%

Governance and Performance in the German Public Research Sector

Jansen¹

2010

Higher Education Dynamics

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“…High or low intercultural collaboration not only depends on configurations of socializing strategies but we assume that PhD education should also be affected by the resources displayed in a department [33]. We therefore control for resource effects by adding five resource conditions (financial resources, extra time, research competence of supervisors, number of supervisors and number of PhD students) to MVQCA.…”

Section: Controlling For Resourcesmentioning

confidence: 99%

The effect of academic socializing strategies on intercultural collaboration

Schneider

2009

Proceedings of the 2009 International Workshop on Intercultural Collaboration

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We present an explorative analysis from qualitative and quantitative data of fourteen European economics departments for the years 2001 to 2003 and investigate how one component of a successful PhD education, which is socializing PhD students into the academic community, should be designed in order to support intercultural collaboration among PhD students.We employ Multi-Value Qualitative Comparative Analysis (MVQCA) to analyze the data. Our results reveal unique socializing strategies in economics departments that possess either high or low intercultural collaboration among PhD students. It turns out that high intercultural collaboration is characterized by two configurations of different socializing strategies. In the first configuration we find that a "high number of foreign PhD students" in a department sufficiently explains high intercultural collaboration as it is realized in American research universities. In the second configuration we find that a combination of "different backgrounds in academic disciplines" among PhD students with "active support for research visits" sufficiently explains high intercultural collaboration. Low intercultural collaboration is characterized by three single strategies: "Financing attendance at academic conferences or events about once per year", "no active support for research visits" and a "small number of foreign PhD students". Each condition is sufficient to explain the outcome.The results for high intercultural collaboration are not affected by any of five resource conditions we added as controls. Low intercultural collaboration though was partly co-explained by low amounts of extra time among faculty and low financial resources of the department. The results indicate that high intercultural collaboration is not only supported by a socializing strategy typical for American research universities but can also be achieved by different socializing strategies.

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“…Statistical analyses are yet to be done. This would make it possible to integrate control variables, such as the goal orientation of departments (Breneman 1976;Bartelse 1999;Sadowski et al 2008), the didactic elements of PhD education (Bowen and Rudenstine 1992;Hilmer and Hilmer 2007) or differing resource levels (Schneider et al 2009) and the interaction of these variables.…”

Section: Limitations and Outlookmentioning

confidence: 99%

The impact of new public management instruments on PhD education

Schneider

Sadowski

2009

High Educ

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New public governance emphasises less state, more market and more hierarchy as the cornerstones for effective steering of higher education institutions. Based on an explorative analysis of qualitative and quantitative data of fourteen German and European economics departments, we investigate the steering effects of six new public management instruments in the years 2001 and 2002 on subsequent placement success of PhD graduates. Using crisp set Qualitative Comparative Analysis to analyse the data, our results deliver strong support for the positive effects of competition for resources and the varying effects of hierarchy on PhD education. Governance of successful departments is characterised by two solutions: transparency over academic achievements as one single success factor in each solution or a combination of additional funding based on national competitive performance with either no public policy regulations for departments or no university regulations for departments. Governance of unsuccessful departments is characterised by one solution: university regulations for departments or a combination of no additional funding based on national competitive performance and no transparency over academic achievements. Our results strengthen the strong impact of selected competitive mechanisms as an effective governance instrument and the partially detrimental effects of state regulations. University regulations turn out to be successful if they increase transparency over academic achievements by faculty members. Success is unlikely if those rules intervene into PhD education.

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Do We Need Incentives for PhD Supervisors?

Cited by 11 publications

References 13 publications

Governance and Performance in the German Public Research Sector

Governance and Performance in the German Public Research Sector

The effect of academic socializing strategies on intercultural collaboration

The impact of new public management instruments on PhD education

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