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Myths and Realities of Highly Qualified Labor and What It Means for PhDs

Author

Listed:
  • Leonid Gokhberg

    (National Research University Higher School of Economics)

  • Dirk Meissner

    (National Research University Higher School of Economics)

  • Natalia Shmatko

    (National Research University Higher School of Economics)

Abstract

Competencies and skills of the doctorate holders are frequently perceived a guarantee for professional careers in many occupations and a solid contribution to scientific excellence, country innovation capability, and economic and societal development. The assumption that doctorate holders are easily integrated in economic endeavors proves wrong which calls for a revision of the widespread thinking about this extremely specialized and trained people. Ongoing debates neglect the fact that doctoral degrees are academic degrees which testify degree holder’s competence in research which is to be viewed a profession with specific skills. Innovation per se is hardly included in this profession. Also, PhDs are expected to engage in teaching but against their teaching duties they are not obliged to receive education or training of teaching skills. This is even more remarkable since teachers at primary and secondary level are always educated in teaching methods but tertiary level teachers are not. The essay argues that PhDs should be viewed as research professionals and research as a profession. This requires a change in the perception of both by policy makers but does not say that there is an urgent need for policy intervention in regulating the competencies and skills which are included in the respective professional standards.

Suggested Citation

  • Leonid Gokhberg & Dirk Meissner & Natalia Shmatko, 2017. "Myths and Realities of Highly Qualified Labor and What It Means for PhDs," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 8(2), pages 758-767, June.
    • Handle: RePEc:spr:jknowl:v:8:y:2017:i:2:d:10.1007_s13132-016-0403-7
    DOI: 10.1007/s13132-016-0403-7
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    References listed on IDEAS

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    1. Leonid Gokhberg & Dirk Meissner, 2013. "Innovation: Superpowered invention," Nature, Nature, vol. 501(7467), pages 313-314, September.
    2. OECD & World Bank, 2007. "Cross-border Tertiary Education : A Way towards Capacity Development," World Bank Publications - Books, The World Bank Group, number 6865.
    3. Wipo, 2014. "Global Innovation Index 2014," WIPO Economics & Statistics Series, World Intellectual Property Organization - Economics and Statistics Division, number 2014:gii, April.
    4. Jeroen Huisman & Rajani Naidoo, 2006. "The Professional Doctorate: From Anglo-Saxon to European Challenges," Higher Education Management and Policy, OECD Publishing, vol. 18(2), pages 1-13.
    5. Amber Dance, 2013. "Graduate students: Structured study," Nature, Nature, vol. 493(7431), pages 259-261, January.
    6. Kendall Powell, 2013. "Higher education: On the lookout for true grit," Nature, Nature, vol. 504(7480), pages 471-473, December.
    7. Richard Monastersky, 2009. "The lure of the lab," Nature, Nature, vol. 457(7230), pages 642-643, February.
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    Cited by:

    1. Nicholas Vonortas, 2017. "The Role of Universities in the Knowledge Triangle," Foresight and STI Governance (Foresight-Russia till No. 3/2015), National Research University Higher School of Economics, vol. 11(2), pages 6-8.
    2. Maximilian Unger & Giulia Ajmone Marsan & Dirk Meissner & Wolfgang Polt & Mario Cervantes, 2020. "New challenges for universities in the knowledge triangle," The Journal of Technology Transfer, Springer, vol. 45(3), pages 806-819, June.

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