发表机构
Information School, College of Computing & Artificial Intelligence, University of Wisconsin-Madison（威斯康星大学麦迪逊分校信息学院，计算与人工智能学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究利用250838对导师-被指导者数据，发现早期职业导师利于被指导者的研究产出、合作与教职获取，中晚期导师则在网络资本、颠覆性研究训练及顶尖教职安置上有优势，为科学人才再生产研究提供参考并具政策启示。
AI 中文摘要
博士生导师是博士培养的核心，但他们的影响可能随职业阶段变化。早期、中期和晚期职业阶段的导师在研究活跃度、指导能力、专业网络及资源获取方面存在差异，然而目前对博士生导师职业阶段与博士生发展成果的关联知之甚少。本研究利用来自美国312所授予博士学位机构的250838对导师-被指导者的多个大规模数据集，考察导师职业阶段与博士生在知识产出、合作网络及学术职业安置方面的成果关联。研究发现，早期职业阶段的博士生导师与被指导者更高的研究生产力和引用表现、更多直接深度研究合作机会以及获得教职的更大可能性相关；相比之下，中期和晚期职业阶段的教师在提供被指导者毕业后可继承的网络资本、培训博士生产出颠覆性研究、支持其进入顶尖机构教职方面具有优势。本研究通过揭示导师职业阶段在塑造科学人才再生产过程中的作用，为更全面理解该过程作出贡献，这些发现对博士申请者决策、机构关于博士培养、教师支持及教师评估的政策制定具有启示意义。
英文摘要
PhD advisors are central to doctoral training, but their influence may vary across career stages. Early-, mid-, and late-career advisors may differ in research activity, mentoring capacity, professional networks and access to resources. However, little is known about how PhD advisor career stage is associated with PhD student development outcomes. Drawing on multiple large-scale datasets comprising 250,838 advisor-advisee pairs from 312 U.S. PhD-granting institutions, we examine the relationship between advisor career stage and PhD advisee outcomes in knowledge production, collaboration networks and academic career placement. We find that early-career PhD advisors are associated with advisees' higher research productivity and citation performance, more opportunities to engage in direct and intensive research collaboration, and greater likelihood of securing a faculty position. Mid- and late-career faculty, by contrast, appear to have advantages in providing network capital which students can inherit after graduation, training PhD advisees to produce disruptive research, and supporting them in securing faculty positions at top institutions. This study contributes to a more comprehensive understanding of the reproduction of scientific talent by revealing the role of advisor career stage in shaping this process. These findings have implications for doctoral applicants' decision-making and for institutional policymaking on PhD training, faculty support and faculty evaluation.
Comments29 pages, 3 figures, 11 supplementary figures
