I was reading this article from the New Yorker about finding good teachers in the American free-for-all education system(s), when I hit on this paragraph. Substitute “research” for “teaching”:
In teaching, the implications (…) suggest that we shouldn’t be raising standards. We should be lowering them, because there is no point in raising standards if standards don’t track with what we care about. Teaching should be open to anyone with a pulse and a college degree—and teachers should be judged after they have started their jobs, not before. That means that the profession needs (…) an apprenticeship system that allows candidates to be rigorously evaluated. Kane and Staiger have calculated that, given the enormous differences between the top and the bottom of the profession, you’d probably have to try out four candidates to find one good teacher. That means tenure can’t be routinely awarded, the way it is now. (…) An apprentice should get apprentice wages. But if we find eighty-fifth-percentile teachers who can teach a year and a half’s material in one year, we’re going to have to pay them a lot — both because we want them to stay and because the only way to get people to try out for what will suddenly be a high-risk profession is to offer those who survive the winnowing a healthy reward.
All emphases mine.
To enter successfully into research in biology, at least, one does now have to carry out fairly poorly paid apprenticeships. These are known as postdoctoral stints. However, the correlation between success during the postdoc (as measured by nebulous “quality” and more concretely, quantity of publications) and the capacity for successfully running an independent research group is a little tenuous.
This period usually lasts for at least two years past the Ph.D., but in Europe at least, should not extend past six years, for fear of being considered to be “burned out” and no good to science anymore. This has been codified by the EU Fixed-Term Contract Directive, which with all good intentions specified the necessity for “a framework for preventing abuse caused by the use of successive fixed-term contracts or relationships.”
I knew someone who admittedly was not a great independent scientist, but was useful in his own way – technically competent if you gave him direction. But since he had his own Ph.D., he could only seek employment as a lab research director-in-the-making. Otherwise, he was over-qualified diploma-wise. He got to the end of those six years as a postdoc and thanks to the EU Fixed-Term Contract Directive, was unemployed for nearly a year before getting another short-term contract, this time more appropriately as a research engineer. This is a waste for everyone, not least for him if he wants to feed his family. It would have been more of a waste of course, had he become the director-in-the-making with his own research group, but decades of investment in his education by the state did not pay off, because the state had no way of admitting his qualifications into an alternative career path. Glass ceilings of course abound in the other direction, as well.
EMBO Reports published a Viewpoint back in 2003 by Niall Dillon entitled “The postdoctoral system under the spotlight” and it continues to be highly relevant with respect to the French system:
To paraphrase Winston Churchill’s famous comment on democracy, the postdoctoral system has many disadvantages — until you look at the alternatives. If postdoctoral researchers are not employed on fixed-term contracts, it will be necessary to give them permanent appointments immediately after they obtain their PhD. Because there are very few researchers fresh out of a PhD who are ready to run their own research group, they will have to be employed on permanent contracts within existing groups. Such a system has operated for many years in France and the experience there shows the negative aspects very clearly (Goodman, 2001). Faced with a decision to employ a researcher who could be there for life, laboratory heads tend to opt for someone they know, which very often means someone who has completed a PhD in their lab. As a result, French academic institutions have an estimated ‘inbreeding’ rate of 65%, compared with 5% for Britain (Soler, 2001) — inbreeding refers to researchers remaining in the same institution throughout their careers and shows a negative correlation with scientific productivity. Because of the inherent lack of mobility in the system, it is difficult for young scientists to obtain permanent positions in France, and many French scientists end up working abroad. French researchers also complain about a system that often denies them scientific independence for much of their careers.
Massimo can sympathize.
Dillon makes more good observations about the downside of U.S.-style postdocs before continuing, “It is essential that scientists themselves make the case that maintaining scientific excellence requires a type of career organization that promotes mobility and scientific creativity while still giving fair treatment to the people who work in academic research.”
Primary and secondary schoolteachers in the U.S. should assume the responsibility for negotiating what they will accept, to improve American education, in exchange for the automatic tenure they currently “enjoy”. Or it may well be taken away from them in any case.
Ph.D. candidates in science should be informed early on that there is a bottleneck in getting employed like their immediate models, their advisors, and that not everyone will make the cut. It is therefore crucial for Ph.D. programs to conduct outreach to former alumni in alternative career paths with whom Ph.D. students could spend a short apprenticeship period during their training.
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