Beyond the Dualism between Lifelong Employment and Job Insecurity: Some New Career Promises for Young Scientists

Autor/inn/en	Dany, F.; Mangematin, Vincent
Titel	Beyond the Dualism between Lifelong Employment and Job Insecurity: Some New Career Promises for Young Scientists
Quelle	In: Higher Education Policy, 17 (2004) 2, S.201-219 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/palgrave.hep.8300051
Schlagwörter	Foreign Countries; Scientists; Entry Workers; Biological Sciences; Labor Market; Job Security; Science Careers; Career Development; Research Administration; France + Suchen Sie Ihr Suchwort? Ausland; Scientist; Wissenschaftler; Abwasserbiologie; Labour market; Arbeitsmarkt; Arbeitsplatzsicherheit; Berufsentwicklung; Forschungsadministration; Frankreich
Abstract	This article analyses the early careers of young scientists in France. Since training and early career management are designed to cater almost exclusively for an academic career, a substantial proportion of PhDs lack support to design their training in relation to the job they will look for after graduation. Even if most young scientists manage to find employment, this situation may be quite uncomfortable. At a time when the number of permanent posts is declining, it can penalize scientific activity by discouraging good students from choosing this option. That is why this article will explore new directions for career management. Based on an analysis of the first 10 years of 652 scientists' careers in life sciences, it suggests that tenure is not the only possible promise for young academics. More precisely, it highlights the need for broader career promises, including career prospects outside the academic sphere. The introduction of such new career prospects would help to adapt research management to current realities of the scientific job market. It would also facilitate the diffusion of scientific knowledge in the economic sphere. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10