Mathematical Sciences People Pipeline Project Summary of outcomes
Mathematical Sciences People Pipeline Project Summary of outcomes Background to the study In an increasingly competitive international research and economic environment, the UK needs to retain and attract the best researchers in areas where the UK can be internationally competitive, and at the same time provide trained people with the mathematical knowledge and skills to sustain and grow UK economic and social well-being. The Mathematical Sciences People Pipeline Project seeks to improve use of mathematical knowledge and skills to sustain and grow UK economic and social well-being by understanding the perceptions and motivations of those at the beginning of the pipeline. The project deliberately focusses on the earlier parts of the pipeline, in particular the transition from PhD into academia and industry, but recognises that other stages contribute significantly to the overall health of the pipeline. In 2013 EPSRC commissioned ERS Research and Consultancy to undertake an external study investigating the competitiveness of UK PhD training
within the Mathematical Sciences and highlighting potential actions necessary to ensure it meets the highest international standards. The motivations for commissioning this study stem in part from the recommendations of the International Review of Mathematical Sciences (2010), as well as the clear importance of this issue. The study is qualitative in nature, seeking to provide evidenced narrative for consideration by the Mathematical Sciences community. It is important to note that there is a focus on those within the academic proportion of the pipeline and this should be considered when interpreting the findings. The study used a two phased approach: Phase 1 utilised broad surveys of Mathematical sciences PhD students, early career researchers and their employers (academic and non-academic) which informed the framework of Phase 2, which used focus groups and one-to-one consultations to explore in detail the issues raised in Phase 1.
Key points arising from the study The key points that emerge from the project can be seen to fall along specific points of the pipeline, with factors that arise prior to commencing a PhD, those which have impact during the PhD and the post-PhD impacts once completed. A brief summary is presented below, for detailed analysis please see the full report, available on the EPSRC website.
Pipeline stage: Pre-PhD 1. Motivations Motivations to study for a PhD in Mathematical Sciences predominantly were found to stem from intrinsic factors such as passion/interest for the subject and a desire to solve real world problems. Many students (57 per cent of PhD students surveyed in phase 1) had planned to do a PhD since starting their undergraduate course, with 77 per cent stating that their undergraduate degree had had a positive influence on their decision to go onto a PhD. 2. Why study a PhD in the UK? While international students perceive the UK as a high quality country to study in, UK based students believe there is no real reputation for the UK as a whole, and believe any international reputation sits with certain institutions. The study investigated the factors that affected the decision of where students chose to study in the UK; broadly those who moved to the UK made the most proactive choice, securing detailed information prior to moving. Those who stayed at the same institution also made a highly informed decision but based on available information.
The fact that the UK offers a mechanism to achieving a doctorate over a shorter time frame than other countries was seen as a positive and an attractive feature for international students. Conversely, those who chose to leave the UK did so largely due to the reputation of the country (not institution) and to take advantage of the flexibility offered, in particular when they were uncertain about which specialism to pick.
3. Changing Institution Undergraduate to PhD Changing location of study from undergraduate to PhD was widely agreed to yield a number of benefits, including: • Opportunity to further develop personal skills • Opportunity to learn new approaches and experience broader academic culture • Opportunity to meet new collaborators and broaden networks
Looking back retrospectively, many early career researchers highlighted a need to move at this stage and noted that these benefits occur throughout the pipeline.
Pipeline stage: During PhD 1. Research area of PhD The study highlighted that the distinction between theoretical and applicable research was becoming an outdated distinction. Nevertheless, the selection of topic was found to influence the skills developed and the perception of those skills by employers. It was also highlighted to affect ease of multidisciplinary working, with participants stating it was harder for theoretical research to be multidisciplinary. This viewpoint was much more common across PhD students than early career researchers. 2. Skills developed A PhD in Mathematical Sciences was highlighted to involve a number of skills: • Research skills – generally high regard for the quality of training • Technical skills – participants highlighted a shortage in some skills in particular sub-fields due to private sector demand e.g. financial mathematics • Programming skills – recognised as beneficial but many students highlighted that they did not always have sufficient time to learn these skills • Problem-solving skills – highlighted by employers as a key skill in mathematical sciences graduates • Teaching skills – considered excellent to have but postgraduate certificates were not universally praised and opportunities not always available or encouraged • Soft skills – these were not highly valued, with the exception of communications skills and team working which were considered important by some employers. The study highlighted issues with training buzzwords and the need for bespoke programs through authentic activities to ensure success.
Early career researchers were found to be much more proactive in their approach to obtaining a range of skills.
3. The Competitiveness of the UK PhD With regards to international competitiveness, opinions were split throughout the study. The UK was highlighted as a provider of a shorter PhD but with less teaching and flexibility. Other models, for example in the US, were found to be longer allowing more time to network, publish, explore and specialise. These differences generate different opportunities which affected the nature of the student upon completion. However the study suggests that any advantages of the international models, in terms of skills gained and levels of experience are shortly outlived and that there was perceived to be greater diversity in the types of mathematical sciences PhDs available in the UK.
Many felt that the issue was not with the PhD itself but with pre-PhD activities and highlighted the benefits of a 1+3 model allowing exploration before specialising. The role of masters was found to be significant in this respect.
4. Impact of training style It was highlighted that different PhD models (including international models) had different opportunities and constraints on different aspects of skills and training. In particular, the ability to undertake some form of internship was found to be key in terms of skills development and employability.
Pipeline stage: Post-PhD 1. Skills developed Early Career Researchers (ECRs) felt that the PhD had prepared them for the role by improving their ability to work alone, communicate complex problems and via the research techniques that they had learnt. Feedback from employers highlighted that Mathematical Sciences PhD graduates were predominantly hired due to their ability to solve complex analytical problems and creatively problem solve. 2. Expectations of the Future Less than a third of those surveyed had received career advice, of those that did 61 per cent found it useful. Supervisors were highlighted as the most useful source of careers advice and a lack of maths-specific advice from careers services was noted. Both PhDs and ECRs considered that there were more industry than academic positions, citing in particular a lack of postdoctoral positions in the UK.
However it was noted that this provided an opportunity for graduates to go overseas and experience new research environments, with the recognition that there was then a need to attract UK trained ECRS back once they had completed their positions.
3. Career Development and Progression Support was found to be differential across employer types, being highly formalised in governmental employers, somewhat formalised in industry (although dependant on the size of the business) and highly institution specific within academia.
It was universally accepted that there was a need to work for 4-6 years after completing a PhD before getting a permanent position. This was thought to be the same regardless of the different steps in the process that could be taken.
In summary Based on the findings of the study EPSRC has identified five key points which it wishes to highlight to the Mathematical Sciences community. 1. International Competitiveness The study highlighted that the UK PhD models do deliver different opportunities when compared internationally which may affect a graduate’s immediate employability. However, the study also identified that any advantages are short-lived with early career researchers globally expecting it to take between 4-6 years to get a permanent position. It appears that career progression over time is therefore broadly the same, but with slightly more steps in the UK pathway. Recognition of the different opportunities and skills delivered by different models, may allow for graduates to make more informed choices in terms of development opportunities both during and after their PhD. 2. The Purpose of a PhD A key question that came out of the discussion of skills developed and the impact of the numerous models available internationally was, “Should a Mathematical sciences PhD create a world class mathematician or someone suited to a range of employment options?”
The study highlights the influence of factors such as format or style of the PhD, opportunities for skills development and levels of engagement with industry can significantly affect the nature of the graduate and their subsequent employability. The overriding consensus from industry was that graduates needed additional training particularly in soft skills such as communication and team working. Whereas academic employers seek a proven track record of world class research, some teaching experience and the ability to contribute to the department. While the two notions are not mutually exclusive, it is clear that different opportunities specific to certain PhD models may be more or less beneficial to students dependant on their overall career aspirations. Given the diversity of training styles available in the UK there could be a role for improved signposting depending on the intention of the PhD student.
3. The Impact of Specialisation A clear message from the study was that there were certain challenges and opportunities associated with different sub-disciplines of mathematical sciences. The study highlighted that PhD students were the most frequent users of “pure” and “applied” terminology to differentiate themselves and perceived theoretical research to be more theoretically challenging. Many industrial employers and some academics felt that there was an applicable aspect to all mathematical research and all agreed that rigorous mathematical research should be of equal merit and standing. These differences in views could affect perceptions of accessibility and influence choices.
Of those that changed research area going into a postdoctoral position, most moved into applicable research as they perceived that there was more funding available. It was widely accepted that it is difficult to move back to a theoretical area once you have left it. Of those that moved into multidisciplinary projects, 87 per cent would recommend it, although PhD students highlighted it was difficult to achieve sufficient expertise in multiple fields over the course of a PhD. Consideration of the adaptability and flexibility of specialisation through the pipeline and its impact on the knowledge base may be key.
4. Career Progression A concern raised by the study was the low proportion (29%) of graduates receiving guidance and career advice. Many students surveyed highlighted a lack of math-specific advice available from centralised services and noted that supervisors were the predominant source of any advice, making it highly dependent on the nature of the supervisor. Broadly PhD students and early career researchers were pessimistic about the number of academic roles available in the UK. In particular they noted a lack of postdoctoral positions and raised the fact that they were likely to move abroad as a result of availability, although many recognised this would benefit their CV.
EPSRC’s current priorities for Mathematical Sciences are to secure the pipeline of future talent and safeguard research capability through career development, focusing on current and future research leaders while promoting connectivity within and across disciplines. Based on the findings of this report, we do not have concerns about the competitiveness of the UK Mathematical Sciences PhD but believe that there is the opportunity to work with universities to identify methods to aid candidates to make more informed choices throughout the pipeline given the breadth of opportunities open to those pursuing careers in mathematical sciences. The study has answered a number of questions on the
5. Moving People along the Pipeline The outflow of successful PhD students from the UK to other countries was not regarded as a problem, due to the international nature of the Mathematical Sciences community. Similarly the inflow of internationally trained PhD students was also supported. However the study highlights the need to attract UK-trained early career researchers back to the UK before they settled in a permanent position. The report emphasises the importance of visible academic positions at this stage.
nature of the UK mathematical sciences PhD and provides interesting points about other parts of the pipeline but does not cover the full complexity of the entire pipeline. We would like to reiterate that the people pipeline study is based on a collection of independent views and should be interpreted as such. EPSRC would like to take the opportunity to thank all those that were involved in the project and highlight that the findings of this report provide a perspective on the Mathematical Sciences People Pipeline that will feed into both existing crossEPSRC work streams and the development of future delivery plans.