Yesterday in my FSP blog, I mentioned that graduates of my research group, which is comprised of 4 professors, have been very successful obtaining jobs that are relevant to their doctoral research. Most are in academia (in tenure-track or tenured positions); others are in industry/business or government positions. The database I discussed covers graduates from the past 20 years. We are equally proud of them all, PhD and MS graduates.
One factor in the success of our graduates has been that there have consistently been academic and other PhD-relevant jobs available; some years/decades are better than others, but there have always been some academic jobs. Even in drought years, however, our graduates have done well on the job market, so, although the availability of jobs is certainly important, a discussion of possible reasons why our graduates have done well needs to consider other factors.
The success of our graduates is primarily a testament to their talents and hard work. There is no doubt about that.
Even so, we (the professors) like to think that we had some role in launching these careers. I should say here that I am using the research group 'we', although I am the youngest professor in the group and #3 in terms of number of PhDs graduated, so the credit primarily goes to my colleagues.
In any case: What, if anything, do we do that maximizes the chances of post-graduate success for our advisees? Earlier today, I discussed this with one of my research group colleagues, the most successful mentor of us all. We came up with the following, only somewhat-self-serving hypotheses:
1. We encourage our advisees to consider their doctoral research in a broad context. We expect that their research talks (in the department, at conferences, in job interviews) and published papers will start with an explanation of why the work is interesting and important. This sounds basic, but it is surprising how many people (at all career stages) don't do this. Anecdotal evidence from a recent graduate who has been interviewing for faculty positions confirms that this characteristic of our group members is noticed and appreciated, particularly by those whose research expertise is not closely related to ours; this can be an important factor in job interviews.
2. We work with our advisees to find interesting research topics. Some grad students work on part of a much larger project, but there is nevertheless something special about each project. We therefore try to find a balance so that the student is at the same time closely identified with our research group and yet can get credit for their own work and ideas.
3. A combination of 1 & 2: we encourage breadth and depth in the research topic, so that most of our graduates who seek academic positions can apply for a jobs in more than one subfield. This increases the number of jobs for which they are qualified, and increases the number of funding programs to which they can apply, the journals to which they can submit papers, and the courses they can teach. It can also lead to more varied future research topics, collaborations, and other fun things like that.
4. Most of our graduates are supported by a combination of research and teaching assistantships (and some by fellowships), resulting in a range of experiences that are desirable for being competitive in academic jobs. Many also help mentor undergraduates in research. We encourage them to participate in workshops and courses designed to prepare grad students (and postdocs) for academic careers, if they so desire. Nowadays, it is important for academic job applicants to have teaching experience: for most jobs, they need to include a teaching statement in their applications, and I (as a letter-writer) am specifically asked to describe the applicant's teaching and mentoring abilities, even for applications to Major Big Huge Research University.
5. We push them to publish, attend conferences (and present their research), and write proposals. I had to think about what verb to use in that statement: encourage? (not strong enough), force? (too strong); 'push' is probably about right, implying some force but not excessive force (I think). The other options was pull/drag. In any case, we very strongly encourage, semi-force publications, conference participation etc. no matter what the career goal of the individual. This is important because (1) career goals may change; you want to have as many opportunities as you can and not close off any options; (2) the research group will cease to function at its current level/scale unless everyone participates as much as possible in communicating interesting research results.
I have stated many times in the FSP blog, and probably here in Scientopia as well, that I view a research group as a community: a community of people who work together and who, by the work of the individuals and the group, help each other. Today's topic is a great example of the community concept: If graduates of our research group are successful at getting good jobs, this becomes widely known and attracts new excellent students to our group, and the cycle continues for as long as we are fortunate to have ideas, students, grants..