Abstract
For postdocs to have the best chances of achieving their career goals they need to not only acquire discipline-specific research experience, but also additional generic skills vital for future employment inside or outside academia. They also require access to information and mentoring that will help them strategically plan and make informed decisions about their future. Few studies have examined the variables that impact the postdoctoral experience or research productivity. Thus, a comprehensive survey was conducted to determine whether quality supervision, career mentoring, collaboration, networking and a nurturing research environment makes a positive difference in the experiences and productivity of postdoctoral researchers. Unsurprisingly, the survey revealed that job insecurity and lack of a career structure are ongoing concerns for postdocs. However, a clear association was shown between quality supervision, for example, in conveying the importance of taking responsibility for their future academic career by strengthening their track record, and the number of peer-reviewed publications produced. The findings also suggest that mentoring in non-academic career paths can be greatly improved. The results of this study have guided a research-intensive Australian University to implement initiatives and programs which enhance the postdoctoral experience. Finally this work raises awareness of the crucial contributions postdocs make to the research output and environment of universities.
Similar content being viewed by others
References
Agres, T. (2006). Best places to work survey. The Scientist, 20(3), 53.
Åkerlind, G. (2005). Postdoctoral researchers: roles, functions and career prospects. Higher Education Research and Development, 24(1), 21–40.
Board on Life Sciences. (2005). Bridges to independence: Identifying opportunities for and challenges to fostering the independence of young investigators in the life sciences. Washington, D.C: The National Academies.
Cherwitz, R., & Sullivan, C. (2002a). Intellectual entrepreneurship: A vision for graduate education. Change: The magazine of higher learning. https://webspace.utexas.edu/cherwitz/www/articles/change.pdf. Accessed November 4, 2009.
Cherwitz, R., & Sullivan, T. (2002b). Postdocs as intellectual entrepreneurs. Science career magazine. http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/1890__1/postdocs_as_intellectual_entrepreneurs. Accessed July 4, 2009.
Davis, G. (2009). Improving the postdoctoral experience: An empirical approach. In R. Freeman & D. Goroff (Eds.), Science and engineering careers in the United States: An analysis of markets and employment (pp. 99–130). Chicago: University of Chicago Press.
Department of Education, Science and Training. (2007). Students 2006 [full year]: selected higher education statistics. http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/students_2006_selected_higher_education_statistics.htm. Accessed October 29, 2009.
Evans, T., Macauley, M., Pearson, M., & Tregenza, K. (2003). A decadic review of PhDs in Australia. http://www.aare.edu.au/03pap/eva03090.pdf. Accessed November 5, 2009.
Filipp, F. (2009). Career planning expert, Peter Fiske, addresses postdocs at the NPA annual meeting. The POSTDOCket. 7(2), 1–2. http://www.nationalpostdoc.org/publications/news-archive/249-spring-2009-postdocket. Accessed November 10, 2009.
Gawrylewski, A. (2007). Taking mentorship online. The Scientist, 21(7), 83.
Hugo, G. (2005). Some emerging demographic issues on Australia’s teaching academic workforce. Higher Education Policy, 18, 207–229.
Mellors-Bourne, R., & Metcalfe, J. (2009). Careers in research online survey 2009: Analysis of aggregated UK. http://www.cros.ac.au. Accessed October 6, 2009.
Moss, G., & Kubachi, K. (2007). Researchers in higher education: A neglected focus of study. Journal of Further and Higher Education, 31(3), 297–310.
Nerad, C. (2002). Postdoctoral appointments and employment patterns of science and engineering doctoral recipients 10+ years after PhD completion. Communicator, 35(7), 1–11.
Nerad, M., & Cerny, J. (1999). Postdoctoral patterns, career advancement, and problems. Science, 285(5433), 1533–1535.
Nerad, M., & Cerny, J. (2000). Improving doctoral education: Recommendations from the PhDs: 10 years later study. The Council of Graduate Schools Communicator, 33(2), 6.
Nierras, C., Horig, H., Puech, A., Cohen, P., Pavelka, M., & Pixley, F. (1997). A survey of the postdoctoral population at Albert Einstein College of medicine identifies a need for better mentoring. Einstein Quarterly Journal of Biological Medicine, 14, 30–38.
Roberts, G. (2002). SET for success. hm treasury. http://www.hm-treasury.gov.uk/ent_res_roberts.htm. Accessed December 10, 2009.
The Concordat to Support the Career Development of Researchers. (2008). http://www.researchconcordat.ac.uk/documents/concordat.pdf. Accessed January 10, 2010.
Thompson, J., Pearson, M., Akerlind, G., Hooper, J., & Mazur, M. (2001). Postdoctoral training and employment outcomes. Canberra: EIP, Higher Education Division, DETYA. http://www.dest.gov.au/archive/highered/eippubs/eip01_10/01_10.pdf. Accessed February 1, 2009.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Scaffidi, A.K., Berman, J.E. A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment. High Educ 62, 685–698 (2011). https://doi.org/10.1007/s10734-011-9407-1
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10734-011-9407-1