Aligning doctoral education with local industrial employers’ needs: a comparative case study

References

• Albahari, A., Pérez-Canto, S., Barge-Gil, A., & Modrego, A. (2017). Technology parks versus science parks: Does the university make the difference? Technological Forecasting and Social Change, 116, 13–28. doi: 10.1016/j.techfore.2016.11.012
   Web of Science ®Google Scholar
• Almeida, A., Santos, C., & Rui Silva, M. (2009). Science and technologic parks in regional innovation systems: A cluster analysis. Cape Verde Congress of Regional Development, 2091–2118. Retrieved from http://www.apdr.pt/congresso/2009/pdf/Sess%C3%A3o%2021/53A.pdf
   Google Scholar
• Andalib, M. A., Ghaffarzadegan, N., & Larson, R. C. (2018). The postdoc queue: A labour force in waiting. Systems Research and Behavioral Science, Online version, 1–12. Retrieved from https://doi.org/10.1002/sres.2510
   Google Scholar
• Ankrah, S., & Al-Tabbaa, O. (2015). University-industry collaboration: A systematic review. Scandinavian Journal of Management, 31, 387–408. doi: 10.1016/j.scaman.2015.02.003
   Web of Science ®Google Scholar
• Assbring, L., & Nuur, C. (2017). What’s in it for industry? A case study on collaborative doctoral education in Sweden. Industry and Higher Education, 31(3), 184–194. doi: 10.1177/0950422217705245
   Web of Science ®Google Scholar
• Auriol, L., Misu, M., & Freeman, R. A. (2013). Careers of doctorate holders: Analysis of labour market and mobility indicators. OECD Science, Technology and Industry Working Papers, 2013/04, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/5k43nxgs289w-en
   Google Scholar
• Autio, E., & Klofsten, M. (1998). A comparative study of two European business incubators. Journal of Small Business Management, 36(1), 30–43.
   Web of Science ®Google Scholar
• Benito, M., & Romera, R. (2013). How to Boost the PHD Labour Market? Facts from the PhD System Side (No. ws132824). Universidad Carlos III de Madrid. Departamento de Estadística.
   Google Scholar
• Bienkowska, D., & Klofsten, M. (2012). Creating entrepreneurial networks: Academic entrepreneurship, mobility and collaboration during PhD education. Higher Education, 64(2), 207–222. doi: 10.1007/s10734-011-9488-x
   Web of Science ®Google Scholar
• Bloch, C., Graversen, E. K., & Pedersen, H. S. (2015). Researcher mobility and sector career choices among doctorate holders. Research Evaluation, 24(2), 171–180. doi: 10.1093/reseval/rvv004
   Web of Science ®Google Scholar
• Boschma, R. (2005). Proximity and innovation: A critical assessment. Regional Studies, 39(1), 61–74. doi: 10.1080/0034340052000320887
   Web of Science ®Google Scholar
• CEDEFOP. (2010). The skill matching challenge: Analysing skill mismatch and policy implications. Luxembourg: Publications Office. Retrieved from https://www.cedefop.europa.eu/files/3056_en.pdf
   Google Scholar
• CEDEFOP. (2016). Future Skill needs in Europe: Critical labour Force Trends. Luxembourg: Publications Office. CEDEFOP research paper; No 59.
   Google Scholar
• De Grande, H., De Boyser, K., Vandevelde, K., & Van Rossem, R. (2010). Transitions from academia to industry: How do doctorate holders fit in? M&SS Working Paper, 8.
   Google Scholar
• Di Paolo, A., & Mañé, F. (2016). Misusing our talent? Overeducation, overskilling and skill underutilisation among Spanish PhD graduates. The Economic and Labour Relations Review, 27(4), 432–452. doi: 10.1177/1035304616657479
   Web of Science ®Google Scholar
• Díez-Vial, I., & Montoro-Sánchez, Á. (2016). How knowledge links with universities may foster innovation: The case of a science park. Technovation, 50, 41–52. doi: 10.1016/j.technovation.2015.09.001
   Web of Science ®Google Scholar
• Drummond, I., Nixon, I., & Wiltshire, J. (1998). Personal transferable skills in higher education: The problems of implementing good practice. Quality Assurance in Education, 6(1), 19–27. doi: 10.1108/09684889810200359
   Google Scholar
• Etmanski, B., Walters, D., & Zarifa, D. (2017). Not what I expected: Early career prospects of doctoral graduates in academia. Canadian Journal of Higher Education, 47(3), 152–169. doi: 10.7202/1043243ar
   Web of Science ®Google Scholar
• Ferru, M. (2014). Partners connection process and spatial effects: New insights from a comparative inter-organizational partnerships analysis. European Planning Studies, 22(5), 975–994. doi: 10.1080/09654313.2012.752440
   Web of Science ®Google Scholar
• Gaeta, G. L., Lubrano Lavadera, G., & Pastore, F. (2016). Much ado about nothing? The wage effect of holding a PhD degree but not a PhD job position. IZA Discussion Paper No. 10051. Retrieved fromhttps://ssrn.com/abstract=2810462
   Google Scholar
• Garcia-Quevedo, J., Mas-Verdú, F., & Polo-Otero, J. (2012). Which firms want PhDs? An analysis of the determinants of the demand. Higher Education, 63(5), 607–620. doi: 10.1007/s10734-011-9461-8
   Web of Science ®Google Scholar
• Ghosh, S., & Grassi, E. (2017). Overeducation and overskilling in the early careers of PhD graduates: Does international migration reduce labor market mismatch? Mimeo.
   Google Scholar
• Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking qualitative rigor in inductive research: Notes on the Gioia methodology. Organizational Research Methods, 16(1), 15–31. doi: 10.1177/1094428112452151
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine de Gruyter.
   Google Scholar
• Gokhberg, L., Meissner, D., & Shmatko, N. (2017). Myths and realities of highly qualified labor and what it means for PhDs. Journal of the Knowledge Economy, 8(2), 758–767. doi: 10.1007/s13132-016-0403-7
   Web of Science ®Google Scholar
• Harman, G. (2002). Producing PhD graduates in Australia for the knowledge economy. Higher Education Research & Development, 21(2), 179–190. doi: 10.1080/07294360220144097
   Google Scholar
• Harman, K. M. (2004). Producing ‘industry-ready’ doctorates: Australian Cooperative Research Centre approaches to doctoral education. Studies in Continuing Education, 26(3), 387–404. doi: 10.1080/0158037042000265944
   Google Scholar
• Hendrix, S. (2014). Should I become a professor? Success rate 3%! Retrieved from https://www.smartsciencecareer.com/become-a-professor/
   Google Scholar
• Herrera, L., & Nieto, M. (2013). Recruitment of PhD researchers by firms. In 35th DRUID Celebration Conference, Barcelona, Spain. Google Scholar.
   Google Scholar
• Hu, T. (2008). Interaction among high-tech talent and its impact on innovation performance: A comparison of Taiwanese science parks at different stages of development. European Planning Studies, 16(2), 163–187. doi: 10.1080/09654310701814462
   Web of Science ®Google Scholar
• Isaksen, A., & Karlsen, J. (2010). Different modes of innovation and the challenge of connecting universities and industry: Case studies of two regional industries in Norway. European Planning Studies, 18(12), 1993–2008.
   Web of Science ®Google Scholar
• Jackson, D., & Michelson, G. (2015). Factors influencing the employment of Australian PhD graduates. Studies in Higher Education, 40(9), 1660–1678. doi: 10.1080/03075079.2014.899344
   Web of Science ®Google Scholar
• Kulkarni, M., Lengnick-Hall, M. L., & Martinez, P. G. (2015). Overqualification, mismatched qualification, and hiring decisions: Perceptions of employers. Personnel Review, 44(4), 529–549. doi: 10.1108/PR-11-2013-0204
   Web of Science ®Google Scholar
• Kyvik, S., & Olsen, T. B. (2012). The relevance of doctoral training in different labour markets. Journal of Education and Work, 25(2), 205–224. doi: 10.1080/13639080.2010.538376
   Google Scholar
• Lanciano-Morandat, C., & Nohara, H. (2002). The New Production of Young Scientists (PhDs): A Labour Market Analysis in International Perspective (No. 03-04). DRUID Working Paper.
   Google Scholar
• Manathunga, C., Pitt, R., & Critchley, C. (2009). Graduate attribute development and employment outcomes: Tracking PhD graduates. Assessment & Evaluation in Higher Education, 34(1), 91–103. doi: 10.1080/02602930801955945
   Web of Science ®Google Scholar
• Matas, C. P. (2012). Doctoral education and skills development: An international perspective. REDU: Revista de Docencia Universitaria, 10(2), 163. doi: 10.4995/redu.2012.6102
   Google Scholar
• Morgavi, A., McCarthy, M., & Metcalfe, J. (2007). Employers’ views of researchers’ skills: A comprehensive review of the existing literature into employers’ views of the skills of early career researchers. Cambridge: UK Grad Programme.
   Google Scholar
• Muscio, A., & Pozzali, A. (2013). The effects of cognitive distance in university–industry collaborations: Some evidence from Italian universities. The Journal of Technology Transfer, 38(4), 486–508. doi: 10.1007/s10961-012-9262-y
   Web of Science ®Google Scholar
• Nerad, M. (2015). Professional development for doctoral students: What is it? Why now? Who Does it? Nagoya Journal of Higher Education, 15, 285–319.
   Google Scholar
• OECD. (2012). Transferable skills training for researchers: Supporting career development and research. Paris: OECD Publishing. Retrieved from https://read.oecd-ilibrary.org/science-and-technology/transferable-skills-training-for-researchers_9789264179721-en#page1
   Google Scholar
• PRUAB. (2018). UAB Research Park. Retrieved from http://www.uab.cat/web/about-the-park/-strong-uab-research-park-/strong-1345674962855.html
   Google Scholar
• Revilla Diez, J. (2000). The importance of public research institutes in innovative networks: Empirical results from the Metropolitan innovation systems Barcelona, Stockholm and Vienna. European Planning Studies, 8(4), 451–463. doi: 10.1080/713666418
   Web of Science ®Google Scholar
• Roach, M., & Sauermann, H. (2010). A taste for science? PhD scientists’ academic orientation and self-selection into research careers in industry. Research Policy, 39(3), 422–434. doi: 10.1016/j.respol.2010.01.004
   Web of Science ®Google Scholar
• Roach, M., & Sauermann, H. (2017). The declining interest in an academic career. PLoS ONE, 12(9), e0184130.
   PubMed Web of Science ®Google Scholar
• Roberts, A. G. (2018). Industry and PhD engagement programs: Inspiring collaboration and driving knowledge exchange. Perspectives: Policy and Practice in Higher Education, 22(4), 115–126. doi: 10.1080/13603108.2018.1456492
   Google Scholar
• Santos, J. M., Horta, H., & Heitor, M. (2016). Too many PhDs? An invalid argument for countries developing their scientific and academic systems: The case of Portugal. Technological Forecasting and Social Change, 113, 352–362. doi: 10.1016/j.techfore.2015.12.013
   Web of Science ®Google Scholar
• Sauermann, H., & Roach, M. (2012). Science PhD career preferences: Levels, changes, and advisor encouragement. PloS ONE, 7(5), e36307. doi: 10.1371/journal.pone.0036307
   PubMed Web of Science ®Google Scholar
• Sinche, M., Layton, R. L., Brandt, P. D., O’Connell, A. B., Hall, J. D., Freeman, A. M., … Brennwald, P. J. (2017). An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs. PloS One, 12(9), e0185023. doi: 10.1371/journal.pone.0185023
   PubMed Web of Science ®Google Scholar
• Stenard, B. S., & Sauermann, H. (2016). Educational mismatch, work outcomes, and entry into entrepreneurship. Organization Science, 27(4), 801–824. doi: 10.1287/orsc.2016.1071
   Web of Science ®Google Scholar
• Thiry, H., Laursen, S. L., & Loshbaugh, H. G. (2015). ‘How do I get from here to there?’ An examination of PhD science students’ career preparation and decision making. International Journal of Doctoral Studies, 10, 237–256. doi: 10.28945/2280
   Google Scholar
• Thune, T. (2010). The training of ‘triple helix workers’? Doctoral students in university–industry–government collaborations. Minerva, 48(4), 463–483. doi: 10.1007/s11024-010-9158-7
   Web of Science ®Google Scholar
• Usher, R. (2002). A diversity of doctorates: Fitness for the knowledge economy? Higher Education Research & Development, 21, 143–153. doi: 10.1080/07294360220144060
   Google Scholar
• Yin, R. (1984). Case study research. Beverly Hills, California: Sage Publications.
   Google Scholar