A Future in the Knowledge Economy? Analysing the Career Strategies of Doctoral Scientists through the Principles of Game Theory

Autor/in	Hancock, Sally
Titel	A Future in the Knowledge Economy? Analysing the Career Strategies of Doctoral Scientists through the Principles of Game Theory
Quelle	In: Higher Education: The International Journal of Higher Education Research, 78 (2019) 1, S.33-49 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hancock, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-018-0329-z
Schlagwörter	Knowledge Economy; Scientists; Game Theory; STEM Education; Doctoral Students; Foreign Countries; Values; Decision Making; Expertise; Career Planning; Educational Policy; United Kingdom + Suchen Sie Ihr Suchwort? Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Scientist; Wissenschaftler; Spieltheorie; STEM; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Ausland; Wertbegriff; Decision-making; Entscheidungsfindung; Expert appraisal; Karriereplanung; Politics of education; Bildungspolitik; Großbritannien
Abstract	In recent decades, increasing participation in science, technology, engineering and mathematics (STEM) has emerged as a globally shared policy objective in higher education. This policy objective is underpinned by a commitment to the economic framework of the knowledge economy and the belief that STEM education, knowledge and innovation are prerequisites for economic growth. This paper is concerned with doctoral scientists, who occupy a position of considerable privilege according to knowledge economy discourse: expertly knowledgeable, highly skilled and sought by elite employers. This paper assesses these policy claims against the experiences of recent doctoral scientists studying in the UK. Data from a 3-year mixed-method study are subjected to a novel, game theory informed analysis of students' values, decision-making behaviour and career ambitions. While all doctoral scientists engage in career-oriented strategizing, the game strategies employed by students are diverse and reveal conflicted understandings of knowledge economy policy. Implications of these findings and the analytical merits of game theory are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01