A genealogical approach to academic success
We analyse academic success using a genealogical approach to the careers of over 95,000 scientists in mathematics and associated fields in physics and chemistry. We look at the effect of Ph.D. supervisors (one's mentors) on the number of Ph.D. students that one supervises later on (one's m...
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| Veröffentlicht in: | PloS one 2020-12, Vol.15 (12), p.e0243913-e0243913, Article 0243913 |
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| creator | Wuestman, Mignon Frenken, Koen Wanzenbock, Iris |
| description | We analyse academic success using a genealogical approach to the careers of over 95,000 scientists in mathematics and associated fields in physics and chemistry. We look at the effect of Ph.D. supervisors (one's mentors) on the number of Ph.D. students that one supervises later on (one's mentees) as a measure of academic success. Supervisors generally provide important inputs in Ph.D. projects, which can have long-lasting effects on academic careers. Moreover, having multiple supervisors exposes one to a diversity of inputs. We show that Ph.D. students benefit from having multiple supervisors instead of a single one. The cognitive diversity of mentors has a subtler effect in that it increases both the likelihood of success (having many mentees later on) and failure (having no mentees at all later on). We understand the effect of diverse mentorship as a high-risk, high-gain strategy: the recombination of unrelated expertise often fails, but sometimes leads to true novelty. |
| doi_str_mv | 10.1371/journal.pone.0243913 |
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We look at the effect of Ph.D. supervisors (one's mentors) on the number of Ph.D. students that one supervises later on (one's mentees) as a measure of academic success. Supervisors generally provide important inputs in Ph.D. projects, which can have long-lasting effects on academic careers. Moreover, having multiple supervisors exposes one to a diversity of inputs. We show that Ph.D. students benefit from having multiple supervisors instead of a single one. The cognitive diversity of mentors has a subtler effect in that it increases both the likelihood of success (having many mentees later on) and failure (having no mentees at all later on). 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This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wuestman, Mignon</au><au>Frenken, Koen</au><au>Wanzenbock, Iris</au><au>Carvalho, Sandra</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A genealogical approach to academic success</atitle><jtitle>PloS one</jtitle><stitle>PLOS ONE</stitle><addtitle>PLoS One</addtitle><date>2020-12-17</date><risdate>2020</risdate><volume>15</volume><issue>12</issue><spage>e0243913</spage><epage>e0243913</epage><pages>e0243913-e0243913</pages><artnum>0243913</artnum><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>We analyse academic success using a genealogical approach to the careers of over 95,000 scientists in mathematics and associated fields in physics and chemistry. We look at the effect of Ph.D. supervisors (one's mentors) on the number of Ph.D. students that one supervises later on (one's mentees) as a measure of academic success. Supervisors generally provide important inputs in Ph.D. projects, which can have long-lasting effects on academic careers. Moreover, having multiple supervisors exposes one to a diversity of inputs. We show that Ph.D. students benefit from having multiple supervisors instead of a single one. The cognitive diversity of mentors has a subtler effect in that it increases both the likelihood of success (having many mentees later on) and failure (having no mentees at all later on). We understand the effect of diverse mentorship as a high-risk, high-gain strategy: the recombination of unrelated expertise often fails, but sometimes leads to true novelty.</abstract><cop>SAN FRANCISCO</cop><pub>Public Library Science</pub><pmid>33332441</pmid><doi>10.1371/journal.pone.0243913</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0002-1727-5567</orcidid><orcidid>https://orcid.org/0000-0003-4731-0201</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Academic achievement Academic Success Biology and Life Sciences Career Choice Careers Chemistry - statistics & numerical data Cognitive ability Computer and Information Sciences Evolution Female Graduate work High gain History, 18th Century History, 19th Century History, 20th Century History, 21st Century Humans Influence Innovations Knowledge Male Mathematics - history Mathematics - statistics & numerical data Mentors Mentors - history Methods Multidisciplinary Sciences People and Places Physical Sciences Physics - history Physics - statistics & numerical data Publication output Recombination Research Personnel - history Research Personnel - psychology Science & Technology Science & Technology - Other Topics Science - statistics & numerical data Science Policy Sciences education Scientists Social aspects Social Sciences Students Students - history Students - statistics & numerical data Success Supervisors Sustainable development Universities and colleges |
| title | A genealogical approach to academic success |
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