Tracking the placement of students as a measure of technology transfer

Abstract

Universities have a long history of training students to work in industry, and in recent years the number and percentage of students, especially those trained in science and engineering, who go to work in industry has grown. Today, three-eights of all PhDs with a degree in science and engineering (S&E) work in the private sector. These placements provide a major means for universities to participate in technology transfer. Students are not only up-to-date in terms of codified knowledge; they also possess tacit knowledge that can only be transferred by face-to-face interaction. They may also have participated as research assistants or as postdocs in the development of a technology that has been licensed by the firm where they are employed. Despite the important role that alumni play in technology transfer, universities rarely track the placements of graduate students in industry. Universities do not also systematically keep information on the contributions that alums make to innovations after graduating. Moreover, few programs socialize students to think of careers in the private sector as a top choice. Instead, many programs, especially in the biomedical sciences, socialize students to aspire to research careers in academe, with industry seen as a distinct second choice. Indeed, many PhDs only take jobs in industry after failing to find an academic position after serving as a postdoc for four or five years.This paper examines recent placements of doctoral students in industry, using the verbatim records from the Survey of Earned Doctorates (SED) for 1997–2002. An advantage of this data is that we know the name of the firm (and the location of the firm) where the individual plans to work. This permits an exploration of several interesting dimensions regarding technology transfer not explored elsewhere, such as (1) sources (in terms of universities) educating students going to industry; (2) the R&D intensity of the firms where newly trained PhDs go to work and the industrial classification of the firms; (3) the role that proximity plays in facilitating these knowledge spillovers; and (4) the degree to which universities make placements with firms licensing their technologies.The paper also examines the amount of information that universities provide regarding the placements of their PhDs. We find that although students are ready and willing to provide information regarding work plans after graduation, universities seldom provide information on placements. We conclude with a suggestion regarding the procedures universities could follow to create and make placement data available.

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