How does working on university–industry collaborative projects affect science and engineering doctorates’ careers? Evidence from a UK research-based university

Abstract

This paper examines the impact of industrial involvement in doctoral projects on the particular nature of the training and careers of doctorates. We draw on an original survey of job histories of doctorates in physical sciences and engineering from a research-based university in the UK. Using multivariate probit analysis and linearised (robust) and resampling (jackknife) variance estimation techniques, we found that projects with industrial involvement are associated with higher degree of socialisation with industry. There is some evidence showing that these projects are also more likely to focus on solving firm-specific technical problems or developing firm-specific specifications/prototypes, rather than exploring high-risk concepts or generating knowledge in the subject areas. Crucially, these projects result in fewer journal publications. Not surprisingly, in line with existing literature, we found that engaging in projects with industrial involvement (in contrast to projects without industrial involvement) confers advantages on careers in the private sector. Nevertheless, there is also a hint that engaging in projects with industrial involvement may have a negative effect on careers in academia or public research organisations. While acknowledging that the modelling results are based on a small sample from a research-based university and that therefore the results need to be treated with caution, we address implications for doctorates, universities and policymakers.

Managing autonomy in university–industry research: a case of collaborative Ph.D. projects in the Netherlands

“…Researcher orientation may also have consequences for their careers. As the research shows, physics and engineering Ph.D. researchers' engagement in industry projects negatively affected their career in academia; however, it increased their chances of a career in industry (Lee and Miozzo 2015).…”

Mapping the field: a bibliometric analysis of the literature on university–industry collaborations

“…In relation to the incentives that could stimulate engagement in U-I collaborative projects on the part of academics, research should consider that collaboration with industry does not necessarily foster success in academia. As indicated by Lee and Miozzo (2015), the engagement in industry-involved projects by physicists and engineering Ph.D. researchers is negatively related to their career in academia. It is therefore not only up to the university but the entire science system including policy makers to come up with an incentive scheme specifying how and when academics can be promoted if they engage in the third mission of the university.…”

Building Bridges Between Industry and Academia: What Is the Profile of an Industrial Doctorate Student?

“…A literature review on doctoral students' experience of the interaction with industry (Thune, 2009) revealed that those students who are involved in collaborative arrangements have a markedly different training experience than non-collaborative students. In turn, this leads to differences in the skills and competences they develop (Lee & Miozzo, 2015;Wardenaar et al, 2014), which, in the case of industrial doctorates tend to be broader and more aligned with industrial activities of commercialisation and application of knowledge. According to Roberts (2018, p.1), this encourages a rethinking of the professional identity of these doctoral students, who 'acquire an interdependent suite of skills from a range of contexts and set goals in multiple working environments', thus being more versatile than their traditional counterparts.…”

“…The research objectives of doctoral students carrying out industrial projects are targeted at solving firm-specific technical problems or developing firm prototypes or specifications. These are also benefiting from the close interaction with industry through meetings and presentations during their doctoral training (Lee & Miozzo, 2015). Thus, they have the opportunity to get familiar with the industrial environment and working practices, which in turn facilitates their transition to a career in industry (Lee & Miozzo, 2015).…”