Early Career Training and Development of Academic Independence: A Case of Life Sciences in Japan

Autor/inn/en	Yoshioka-Kobayashi, Tohru; Shibayama, Sotaro
Titel	Early Career Training and Development of Academic Independence: A Case of Life Sciences in Japan
Quelle	In: Studies in Higher Education, 46 (2021) 12, S.2751-2773 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoshioka-Kobayashi, Tohru) ORCID (Shibayama, Sotaro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1817889
Schlagwörter	Foreign Countries; Training; Higher Education; Scientists; Scientific Research; Career Development; Doctoral Programs; Supervisors; Writing for Publication; Professional Autonomy; Biological Sciences; Responsibility; Graduate Students; Japan + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Scientist; Wissenschaftler; Berufsentwicklung; Doktorandenprogramm; Berufsfreiheit; Abwasserbiologie; Verantwortungsübernahme; Zuständigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Academic training is the initial step for junior scientists to learn to develop into independent scientists. This study investigates how supervisors decide to employ different approaches of early-career research training, and how these approaches influence the degree of trainees' independence in their later careers. Drawing on survey and bibliometric data of life scientists in Japanese universities, this study presents the following findings. First, if scientists are allowed higher autonomy in upstream research functions in early-career training, they later tend to attain greater organizational independence with higher organizational ranks. Second, if scientists are encouraged to deviate from conventional research topics during early-career training, they later tend to achieve greater cognitive independence by producing original research output. Third, the differences in the training approaches chosen by individual supervisors are influenced by the training that they had received in their early-career training. Overall, the study suggests that training approaches and independence of scientists are socialized in the local training context and passed down from one generation to the next. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01