With the prolong global economic issues and the increasing tendencies for governments to cut research funding, more and more Ph.D graduates are finding it very difficult to gain employment. The situation is worse in some countries than others, but there is a real change that requires new actions and strategies before it gets out of hand and lead to other unforeseen consequences. What actions or strategies can take to help curtail unemployment of Ph.D graduates? Whose responsibility is it? - the Universities? the governments? the supervisors? or the students?
Samuel - Very interesting question!
With the increase in the number of Ph.D. holders worldwide, unemployment of Ph.D. graduates is certainly on the rise.
In the Faculty of Engineering at AUST, we get teaching applications around the year, but we cannot accommodate everyone. To make a proper living, Ph.D. holders are seeking part-time teaching jobs in more than one institution; yet, this is not sustainable. I think that this trend is happening in many places in the world. This is as far as teaching is concerened...
For the other jobs, Ph.D. holders tend to be overqualified - they are mainly hired as research scientists or advisors. Very few of them go into entrpreneurship.
Now, whose responsibility is it? This is a tough question to answer. There are a lot of contributing factors that involve all the parties that you have named. I would say that CAREER PLANNING plays a major role in this endeavour. An example just came to my mind: A few months ago, I received two applications from a married couple who have both specialized in Molecular Biophysics and they wanted to teach Engineering Physics - My first reaction to the couple was that: 1) this is a very narrow field, and 2) you are competing against each other. But, I ended up helping them as much as possible by guiding them to other possibilities. Certainly, when these individuals decided to study Molecular Biophysics, their planning was not based on the long term career strategic outlook ...
Another observation I have gathered over the years is that not all Ph.D. holders end up to be independent thinkers - many of them would be still waiting for the next assignment to come from their supervisor as the case used to be during their higher education - and they will do an excellent job. Very few and perhaps rare are those candidates that demonstrate independence in thoughts and creativity...
I would say that as educators, we owe it to our students when they are at the undergraduate level to highlight to them the challenges they might face by choosing different educational/vocational alternatives and get more involved in helping them prepare for their career plans...
Regards,
ZAF
By passing on to them as few biases and limitations as possible. By teaching them to appreciate the true solution space and encouraging them to find new and unique ways to explore this unfiltered realm without being chained down with restricting ideas, conventional tools and the fear of being different. That's what I strive to do with my doctoral students. I believe that this strategy strengthens the quest for creative and effective approaches to problem solving, a trait which is quite desirable when seeking employment.
Samuel - Very interesting question!
With the increase in the number of Ph.D. holders worldwide, unemployment of Ph.D. graduates is certainly on the rise.
In the Faculty of Engineering at AUST, we get teaching applications around the year, but we cannot accommodate everyone. To make a proper living, Ph.D. holders are seeking part-time teaching jobs in more than one institution; yet, this is not sustainable. I think that this trend is happening in many places in the world. This is as far as teaching is concerened...
For the other jobs, Ph.D. holders tend to be overqualified - they are mainly hired as research scientists or advisors. Very few of them go into entrpreneurship.
Now, whose responsibility is it? This is a tough question to answer. There are a lot of contributing factors that involve all the parties that you have named. I would say that CAREER PLANNING plays a major role in this endeavour. An example just came to my mind: A few months ago, I received two applications from a married couple who have both specialized in Molecular Biophysics and they wanted to teach Engineering Physics - My first reaction to the couple was that: 1) this is a very narrow field, and 2) you are competing against each other. But, I ended up helping them as much as possible by guiding them to other possibilities. Certainly, when these individuals decided to study Molecular Biophysics, their planning was not based on the long term career strategic outlook ...
Another observation I have gathered over the years is that not all Ph.D. holders end up to be independent thinkers - many of them would be still waiting for the next assignment to come from their supervisor as the case used to be during their higher education - and they will do an excellent job. Very few and perhaps rare are those candidates that demonstrate independence in thoughts and creativity...
I would say that as educators, we owe it to our students when they are at the undergraduate level to highlight to them the challenges they might face by choosing different educational/vocational alternatives and get more involved in helping them prepare for their career plans...
Regards,
ZAF
I totally agree with Dr. Ziad.
All these people must be well oriented from the beginning.
This is a big responsibility that falls under the shoulders of all educators in the world.
And Dr. Ziad, I would like to repeat what you always mention for students: "In order to succeed you have to shine"
Interesting comment Roger. But how do we teach students during their Ph.D to "shine" ? or Is it entirely by their own choice and/or ability?
Dear Samuel,
I really do not have an exact answer for your question, but I think it's a combination of discipline, ability, advising, culture and choice.
I believe we provide the "spark". which lights them up. By introducing them into a meaningful and challenging problem having a wide impact and giving them a sound platform AND the much needed resources from where they can rise up up to their fullest potential..
Being Student:
Here I would Say... :)
Its totally a joint venture not only the responsibility of single person (Supervisor/ student) or authority (Govt. & Universities etc)
--->1st Govt Should Plan this way to provide opportunities by collaborating with industries with universities with different other departments of Govt. means education/research should be linked in proper way with other relative Govt. and Private sector departments so there MUST be a proper PLANNING to apply it seriously on a table talk and as a policy. This is what the Govt should do....!!
In this way the needs and skills required by the jobs in various organizations will also be shared by all, and UNIVERSITIES, SUPERVISORS and STUDENTS can plan their projects accordingly.
---->Universities should design the syllabus etc as its required practically which is again possible by collaboration with other elements of the system.
---->Supervisors are mentors basically: No doubt, so they should polish the students and should deliver BASIC and true knowledge to the students, along with the training to do work by using his/her full potential, Teachers must turn the students inside out as if they have any abilities those must be show up and utilized, as also mentioned ABOVE by other respected writers that a special confidence must be built in students regarding knowledge as well as ability (self confident/ shining ability ) by any ideas.
-----> Next the student's obligation is to take their work as sincerely as they can, with devotion and with their 100% potential not for degree, not for job but really for learning and for applying practically. When they will REALLY learn they can EXCEL.
I guess when all the elements of this system will be working perfectly or even just sincerely This problem would drop to a very few percentage.
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