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教师作为培养新发明者的催化剂:男性和女性博士生不同的结果
Mercedes Delgado1, Fiona E Murray2
1Copenhagen Business School, Department of Strategy and Innovation, Frederiksberg 2000, Denmark.
概括
在顶级大学的博士培训显著影响发明,有23%的博士生在多产的发明家教师成为发明家自己. 性别差异仍然存在,女性发明家的比例比她们的博士学位比例低9%.
科学领域:
- 创新的经济学 创新的经济学
- 高等教育政策 高等教育政策
- 科学与技术研究 研究科学与技术研究
背景情况:
- 科学,技术,工程和数学 (STEM) 博士学位是学术和商业创新的重要人力资本.
- 了解博士生过渡到发明家对于促进经济增长和科学进步至关重要.
研究的目的:
- 调查STEM博士生在美国顶尖大学的博士培训期间成为发明家的速度.
- 分析教师发明人身份对学生专利行为的影响.
- 检查STEM博士中新发明者的出现中的性别差异.
主要方法:
- 根据专利活动排名,美国前25所大学的博士生对专利数据的分析.
- 由顶级 (多产) 发明家教师和其他教师建议的博士生之间的发明率的比较.
- 基于性别的差异在顾问的选择和发明家的出现的统计检查.
主要成果:
- 只有4%的STEM博士成为新发明家,但这一比例增加到23%的学生由顶级发明家教师建议.
- 顶级发明家的教师通过共同专利培养了所有新发明家博士学位的44%.
- 与女性博士的比例相比,女性博士作为新发明家的比例不足9个百分点,并确定了多个因素.
结论:
- 丰富的发明家教师的建议是博士生成为发明家的强有力的预测因素.
- 在从STEM博士到发明者的过渡中存在显著的性别差距,受顾问特征和学生-顾问动态的影响.
- 可能需要有针对性的干预措施来解决性别差异,并加强在STEM博士课程中代表性不足的群体中发明者的出现.
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