By the same authors

From the same journal

From the same journal

A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory

Research output: Contribution to journalArticle

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A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory. / Hancock, Sally Elizabeth.

In: Higher Education: the international journal of higher education research, Vol. 78, No. 1, 08.07.2019, p. 33–49.

Research output: Contribution to journalArticle

Harvard

Hancock, SE 2019, 'A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory', Higher Education: the international journal of higher education research, vol. 78, no. 1, pp. 33–49. https://doi.org/10.1007/s10734-018-0329-z

APA

Hancock, S. E. (2019). A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory. Higher Education: the international journal of higher education research, 78(1), 33–49. https://doi.org/10.1007/s10734-018-0329-z

Vancouver

Hancock SE. A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory. Higher Education: the international journal of higher education research. 2019 Jul 8;78(1):33–49. https://doi.org/10.1007/s10734-018-0329-z

Author

Hancock, Sally Elizabeth. / A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory. In: Higher Education: the international journal of higher education research. 2019 ; Vol. 78, No. 1. pp. 33–49.

Bibtex - Download

@article{d2683c63f50e445187d1aaa58d08cee5,
title = "A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory",
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.",
keywords = "Decision-making, Doctorate, Game theory, Graduate careers, Higher education policy, Knowledge economy",
author = "Hancock, {Sally Elizabeth}",
note = "{\circledC}The Author(s) 2018",
year = "2019",
month = "7",
day = "8",
doi = "10.1007/s10734-018-0329-z",
language = "English",
volume = "78",
pages = "33–49",
journal = "Higher Education: the international journal of higher education research",
issn = "0018-1560",
publisher = "Springer Netherlands",
number = "1",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory

AU - Hancock, Sally Elizabeth

N1 - ©The Author(s) 2018

PY - 2019/7/8

Y1 - 2019/7/8

N2 - 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.

AB - 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.

KW - Decision-making

KW - Doctorate

KW - Game theory

KW - Graduate careers

KW - Higher education policy

KW - Knowledge economy

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U2 - 10.1007/s10734-018-0329-z

DO - 10.1007/s10734-018-0329-z

M3 - Article

VL - 78

SP - 33

EP - 49

JO - Higher Education: the international journal of higher education research

JF - Higher Education: the international journal of higher education research

SN - 0018-1560

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ER -