Employment of Doctors in the Field of Education Planning the Career during and after the PhD Process

Transcription

1 Employment of Doctors in the Field of Education Planning the Career during and after the PhD Process PhD Trajectories in Educational Sciences in Finland of 100 Years Pre-seminar of the FinEd Network to the FERA 2017 Conference November 29, 2017 in Rovaniemi Eric Carver Project Responsible, LATUA project Career Counserlor, University of Helsinki Latua project partners, More info (in Finnish)

2 Today Review of your pre-assingments with a side dish of some career counseling theory A look into the labor market situation and PhD graduate survey result in the field of education sciences Interview with Post doc researcher Tuulikki Keskitalo, University of Lapland Career vision work 2

3 Pre-assingment First, summarize the key topics and themes your PhD research and studies have focused on. Second, make a list of skills and competences you have developed during your PhD process. Please try to make the list as comprehensive as possible. Think about all the things you have been doing during the PhD process. Finally, look at the themes & topics and skills & competences you have written down. Underline or highlight the things you would want to be a part of the work you do after you have completed your PhD degree. Review the assignent in a small group share in a way you feel comfortable. 3

4 Career skills approach What should you learn? Model based on Sampson, J., Reardon, R. & Peterson, G. & Lenz, J. (2004) Career Counseling & Services. A Cognitive Information Processing Approach. & Watts A. G. (2006) Career development learning and employability. The Higher Education Academy. Learning and employability, Series Two JOB HUNTING/ TRANSITION SKILLS interview skills and documents, grant application skills DECISION MAKING AND ACTION PLANNING SELF-ASSESSMENT Skills and knowledge, areas of interests, goals, values, personality SELF-ASSESSMENT OPPORTUNITY AWARENESS Skills and knowledge, areas of Career interests, life expectations goals, values, and requirements, trends, personality employment and employability

5 What is a good fit for your preferences? Classic Person-Environment theory (Holland s hexagon) 1. Realistic: physically strong, practical, machines, tools, sports, plants, animals 2. Investigative: analytical, task-oriented 3. Artistic: Imaginative, independent, creative, emotional, beauty, music, arts 4. Social: generous, understanding, responsible, counsel, instruct, educate 5. Enterprising: Extraverted, persuasive, selling, convincing, running meetings 6. Conventional: controlled, structured tasks, regular hours, order

6 What is your story? (Life Design Savickas 2010) What kind of PhD narratives are you in contact with? The narrative is not static, but evolves over time and interacts with other narratives that the individual is surrounded with. The individual seeks social and cultural contexts that match and strenghten their indentity narrative Education, work, friends, hobbies... Career is just one piece of the narrative Individuals assemble and articulate a comprehensible identity narrative which provides self-understanding in the form of an interpretation of self that orients one to a social world. Self(-image): how the individual sees her/his personality, abilities, competences and needs. 6 Identity identity forms as the self encounters society and its social roles and cultural norms.

7 What is your context? And does it influence the possible futures you see for yourself? Possible structural, cultural & political obstacles like prejudice, racism, sexism Majority group Cultural Factors? Definitions? Expectations? Values? Group(s) Family Racial & ethnic identity? Religion & worldview? Role expectations? Gender Unique personality Core Adapted from: Spheres of Influence of Cultural Variables (Fouad & Bingham 1995; Swanson & Fouad 2010)

8 Reflect on the theories & questions presented. Write down: what questions are relavant to you right now? 8

9 Key trends in the labour market situation of higher degree holders in Finland since 2000 Education has been worth it in good and bad times. The higher the level of education, the lower the risk of unemployment. The rise in the level of education in the working-age population of Finland has continued since Unemployment among higher degree holders increased, both in absolute and relative terms after the 2008 financial and Eurozone crisis. The main explanatory factor in the weakening of the labour market situation is the sharp contraction of the economy in and, after that, a long period of continued weak economic development. Good news: At the end of 2016, economic development was, fortunately, positive. In November 2016 unemployment among the highly educated started to decline for the first time in five years. Unemployment has continued to decrease during

10 Working age population by education level (18-64-olds), years , (Source: Statistics Finland) 0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100 % Change % Basic level Upper secondary level Lowest level tertiary Bacherlor level Master s level Researcher level % + 10 % - 34 % + 60 % % + 64 %

11 100,0 The share of employed of the working age population (18-64-olds) by the level of education, years Source: Statistics Finland) 90,0 89,3 87,5 85,8 81,7 82,4 80,0 80,9 79,5 86,4 70,0 67,5 66,9 60,0 50,0 51,7 40,0 42,7 30,0 20,0 10,0 0, Basic level Upper secondary level Lowest level tertiary Bacherlor level Master s level Researcher level

12 Age of slow economic growth, Gross domestic product per capita of Finland, years B1GMHT2/VI Gross domestic product, volume index, 2010=100 (Source: Statistics Finland / Annual national accounts)

13 The share of the unemployed from workforce (%) by education level , % 12,5 Kaikki All työttömät Master s level Alempi korkeakouluaste Ylempi Bachelor s level korkeakouluaste Researcher level Tutkija-aste (Licenciate, Phd) ,0 6,8 5,0 Source: Statistics Finland, Ministry of Economic Affairs and Employment. Akava

14 Universities' career monitoring surveys Master s level degree holders are surveyed 5 years after graduation* and PhD s 2 3 years after graduation. The network of University Career Services, Aarresaari, is the coordinates the national surveys. Each university is responsible for using their own survey data. Further information. on career monitoring: The latest career monitoring data for PhDs: graduates (responses from autumn 2015) 14 The higher education institutions develop their career monitoring in three projects. The University of Helsinki is involved in the LATUA and Töissä.fi projects

15 Using Career monitoring survey data 200X 2014 PhD studies at university early career (first 3 years after graduation) Autumn 2017 Survey Data should be analysed in a proper context: - Development of university education, development of the economy and the labour market situtation... - Comparison with other feedback 15

16 A look into Phd graduate survey result in the field of education sciences National survey data from the field of educational sciences, the last two surveys compined. All universities included (except for Uni. Lapland). Respondents graduated in , surveyed in 2013, N80, answer rate 55%. Respondents in , surveyed in 2015, N77, answer rate 56%. 16

17 100 % 90 % 80 % Situation at the time of the survey, 2-3 years after graduation, graduates, educational sciences (N 154) regular full-time job temporary full-time job regular part-time job 70 % 60 % 31 temporary part-time job independent entrepreneur, selfemployed or freelancer 50 % Supported employment 40 % Unemployed 30 % 20 % 90 Parental leave (from work) Parental leave (not from work) 10 % Other 170 %

18 Employer at the time of the survey, 2-3 years after graduation, graduated , N % 5 % 5 % 3 %1 % university municipality, federation of municipalities, municipally owned company university of applied sciences 13 % 20 % 49 % 3rd sector, association, foundation or similar, institution or community governed by public law Independent entrepreneur, selfemployed or freelancer government or unincorporated state enterprise Private or state owned corporation other 18

19 Main responsibility at work at the time of the survey, 2-3 years after graduation, graduates, educational sciences (N 144) 4 % 4 % 3 % 3 % 1 % 1 % teaching or education research 8 % 44 % managerial and supervisory duties planning or development 10 % Other administrative duties consulting or training 22 % customer service/patient care artistic work 19 financing and financial administration

20 Please estimate how much you need the following skills in your current job (at time of the survey, 2-3 years after graduation) graduates, educational sciences (N 147) 0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100 % Research skills Professional competence Teaching skills Leadership and administrative skills Interpersonal skills Organizational skills 20 6 = very much 5 = much 4 = somewhat 3 = a little 2 = just a little 1 = not at all

21 Interview with Post doc researcher Tuulikki Keskitalo, University of Lapland Work in a small group What themes do you want Eric to ask Tuulikki about? 21

22 Career Vision - Individual writing excercise Where are you in 10 years? What kind of values do you want you career to represent? What kind of issues/ themes do you want to work with? What kind of skills are you using (& developing)? What does your usual Thursday look like (10 years from now)? 22