Discussion of Zellner and Lhuillery’s “Science-industry interaction and the early careers of Swiss PhDs” Megan MacGarvie EPFL Extra2 Workshop 9/30/2006

Hiring university graduates as a source of university-industry knowledge transfer This paper seeks to determine what explains variation in a set of “knowledge transfer” variables related to job functions of Swiss Master’s and PhD recipients

Variation in job functions These functions are thought to vary by –Field of study, –Master’s/Doctoral institution, –Job title, –Industry of employment, and –Demographics. The authors run a system of equations in which five probits are run on the “knowledge transfer” variables, and allow for cross-equation correlation in the errors

Intuitively plausible results Ph.D.s have more autonomy than Master’s students Engineering and comp sci graduates are well matched with employers who require specialized scientific skills The self employed and academics have above-average levels of autonomy Trainees’ jobs require below-average levels of critical thinking Jobs in universities are less multidisiplinary Doctors and consultants have to think critically

Some puzzling/intriguing results Recipients of medical degrees not well matched; similarly those employed by large organizations and in the ICT sector PhDs are not significantly more likely to be doing critical thinking at work “Interdisciplinary Sciences” grads are less likely to be doing multidisciplinary work (but insignificant coeff) Pharmacists are more likely to do multidisciplinary work Employees without supervision responsibility have more autonomy than those with supervision responsibility

How should we interpret these findings? How do these job function variables relate to “knowledge transfer”? (I’d like to see a copy of the survey instrument) Match: students select into fields based on anticipated match rates –In the regression, mainly explained by field of study Autonomy: interesting, but what does it have to do with knowledge transfer from universities? –Mainly explained by job title Specialized skills: how is this different from match? –Explained by both field and job title Multidisciplinary: why does this matter? –not really explained by the regression Critical thinking: is this knowledge transfer? –Explained by job title and industry (universities, health care and consulting) Scientific Method: OK, this is related to knowledge transfer –mainly lab technicians, engineers and computer scientists?

Suggestions (using existing data) Focus on Specialized Knowledge, and ask which of the other job functions are associated with this, after controlling for the effects currently included. –i.e., do jobs with more autonomy (all else equal) attract individuals who are able to supply specialized knowledge? –Include interactions of autonomy and field effects; critical thinking and field effects, etc.

Suggestions (add more data) This paper is based on a cross section of individuals receiving degrees in 1998, but they were surveyed again in 2002 (?). Look at changes over time: –How is the initial level of autonomy/match related to subsequent advancement? –Does mobility resolve a bad match? If so, where do they go? –Do respondents transition from scientific method to specialized knowledge to critical thinking? Does autonomy and/or match facilitate this transition? Would be really nice to have some outcome measures – how do the interactions of critical thinking and autonomy affect research productivity?