Cuts for future scholarships have hit young researchers the hardest

Australian science has an excellent reputation for innovation. From ultrasound to quantum computer chips, buffalo fly traps and Wi-Fi, Australians have long been at the forefront of technology in medicine, agriculture and science.

We need stable national research funding programs to continue this tradition. Competitive grant programs from the Australian Research Council (ARC) and the National Health and Medical Research Council (NHMRC) provide much of this funding and are the main mechanism for junior researchers like us to evolve into a world class company fields.

Now the government is threatening to clear an important springboard for mid-career researchers: the ARC Future Fellowships. With the end of other five-year funding programs, such as the ARC Australian Research Fellowship (ARF) and the ARC Queen Elizabeth II Fellowship (QEII), the Future Fellowships are the only remaining special funding program for career researchers.

Sprouts in a high ladder

Forging a career in science is not glamorous. It takes more than seven years of training to emerge at the end of the academic pyramid. And only ~ 0.5% of doctoral students make it to the level of a professor. But we do our work because we believe that our work will help others in the long term.

In the early stages of a research career, it is particularly important to have a clear funding path, as researchers are expected to support their own salary and research budgets through competitive grant programs. Future fellowships are a crucial step on this ladder.

They typically take three to five years, providing the salary and a modest research budget to many of our brightest mid-career researchers so that they can develop the skills and experience needed to achieve significantly higher ARC later in their careers and NHRMC scholarships.

Federal Education Minister Christopher Pyne stated last year:

It is crucial that we support the highly qualified middle-level researchers in the country. We need to make sure that the best minds in Australia stay in this great country to do their research, which in turn strengthens our ability to innovate.

The elimination of future scholarships would have a significant impact on the Australian research community, with detrimental effects on innovation, the economy and society as a whole.

Short-term cuts, long-term damage

Future Fellowships have proven to be a great way for Australia to attract and retain outstanding researchers who are moving up in their field. This is particularly valuable because we know that young scientists are more innovative than their older colleagues. Your support is therefore a great way to promote new ideas.

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Although foreigners and Australians returning from abroad make up part of the funded population, the vast majority of funding has benefited the careers of Australia-based Australians.

The danger of dumping Future Fellowships is a direct problem for mid-career researchers, but it also affects early-stage researchers like us, as it creates a threatening image for our career paths. As immigrants (Michael comes from Scotland and Maggie from the US), we know that siren singing from home is getting louder with diminishing career opportunities.

It also affects Australian researchers working abroad. One current example is an Australian scientist currently working in the US who recently rejected an ARC scholarship for early career researchers because there is no clear plan for career advancement in Australia. We can be successful with a scholarship, but what about our future in three, ten or fifteen years?

Missing sprouts

There have never been a large number of Future Fellowships - only 150 to 200 nationally - but they have been designed for outstanding mid-sized researchers who completed their PhDs five to fifteen years ago and worked in areas of national importance such as basic science and engineering.

These are not abstract aberrations, but real, relevant and valuable projects that help us to achieve Australia's strategic research focus. Moreover, this is the funding that we see as a critical career move as we rise as researchers.

As a junior researcher we observe how a number of career steps are removed and we ask ourselves the question: If there is a gap in the career ladder, why should we keep trying to climb? Maybe another leader or country will appreciate us more.

It is also demotivating to see how they fight over you. The cut in funding this year means that a large number of unfunded researchers will be arguing for a sinking pot of money next year. We know that in 2014 the success rate of subsidy applications will be even lower, 18% in the future.

How do we fix this?

We want a positive community of Australian researchers to work with them, learn from them, and drive more amazing discoveries. As a junior researcher, we want to be part of the work that "leads to the development of new ideas, job creation, economic growth and quality of life in Australia". But how can we do that without a clear strategic plan for building the best researchers in Australia?

It is time for the government to work on a plan for research and researcher development in all disciplines. Australia's Chief Scientist office also supports a National Strategic Plan for Science. We need to know that we are not on a career path that ends abruptly. Then we can work on the next Gardasil, Wi-Fi or - let's say - Vegemite.

Internships help students to improve their careers

Students who have completed an internship as part of their university degree can make better career decisions and are happier with their career choices, as shown by research from the UK and Australia. The longer the internship lasts, the more employable the students seem to feel.

The study interviewed 136 economics students from the University of the West of England and 344 from Edith Cowan University in Western Australia to clarify how competent they felt when managing their careers and what aspects of their internship they all had better prepared for this area. Some of the surveyed students did an internship while studying business administration, others did not.

In the UK, an internship for business students usually includes a paid year in the industry. This is part of the long-standing "sandwich-degree" model where students study for two years at university, one year in industry and then return to university for their final year of study.

At the Western Australian University, the work experience of 100 to 150 hours in the industry, completed in a thirteen-week academic semester, was shorter. The economics students specialize in a variety of areas including accounting, finance, marketing, human resources and hospitality.

British students who have worked in the industry for a long time have found that they are more likely to find work and are better positioned than students doing shorter internships. Employees who are more employable can better handle job insecurity and are more vulnerable to better job performance. The longer the internship, the better.

Students who completed an internship were better at making effective career decisions than students who had not completed an internship. The study found that students had identified their personal priorities and how this affects their career choices. By learning about the reality of a profession, they learned if it was consistent with their personal values, and sometimes the internship clearly told them which career path they should not take.

Also due to the internship, the students received feedback from other professionals about which skills are needed and where they need to improve. The hiring process for the internship, usually a resumption of screening and a job interview, also helped them understand what employers are looking for.

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Why do students need career management skills?

Students need different skills to cope with unstable economic conditions in the labor market. An increasing number of graduates will not get jobs in the short term, and we also see more underemployment, with graduates holding less skilled jobs.

In times of intense global competition for jobs, it is crucial for every business to attract and retain dedicated, content and productive graduates. Employers demand that new graduates with strong skills in engineering, communication and teamwork be "rounded up". They also seek life experience through sports and community activities.

However, all of this can be meaningless if they do not know which jobs exist, what their own strengths and weaknesses are, or if they have not built professional contacts to help them get their foot in the door.

Better career management skills mean that students are more likely to find a job, but benefits will not stop. At the end of the "job for life" era, graduates will use these skills to stay employed by changing jobs, securing fixed-term contracts and even looking for jobs overseas.

If students can better plan their careers, the cost to employers may also be reduced due to high staff turnover and lower productivity and well-being when graduates' recruits are poorly matched to available jobs.

A follow-up study of Australian business students found that students who completed an internship were more satisfied with their career choice. This is important because dissatisfaction with choosing a career can lead to lower grades, dissatisfaction, and low engagement at work.

To protect your career from rapid technological change

Disruptive technologies are nothing new. From the development of steam power at the beginning of the 19th century to the digitally enriched world today, the impact of technology on the employment landscape has been significant.

What's new is the speed, scale and unpredictability of disruptions caused by modern digital technologies, and that rate of change is dramatically increasing.

Above all, these changes affect the employment landscape at all levels. A university degree or a career entry is no longer a guarantee for a rich and productive work career.

So the question is, if you want to leave school and start university studies or start your career, what should you study or do to have the best chance of surviving the technological disruptions of the future?

Disturbing change

Technology is changing the employment landscape in many ways, affecting many careers.

Robotics and intelligent technologies are increasingly able to perform cognitively complex tasks at a high level, which affects many skilled jobs. For example, IBM is working with the Cleveland Clinic in the US to train Watson (IBM's Thinking Computer) for admission as a medical professional.

The assembly line of tomorrow. Note the difference in the number of workers compared to the above assembly line. Steve Jurvetson / Flickr, CC BY

Similar technologies also intervene in other employees and professional occupations. Oxford University researchers have recently suggested that the computer-assisted outcomes of complex non-routine cognitive tasks are in some cases superior to human "experts" because they do not have our prejudices.

Her research on the likelihood that technology bothers more than 700 professional groups is interesting for those who take their future career prospects seriously. The researchers suggest that advanced digital technologies could replace around 140 million full-time knowledge workers worldwide in the near future.

Anyone whose work can be outsourced to low-wage countries could also be at risk, as we have seen in manufacturing, medical radiology and even legal services. Accounting, engineering or architectural design services are increasingly being offered from low cost countries at a fraction of the cost.

With a global market size of more than $ 100 billion for outsourced services, the outsourcing industry is already big business.

Career planning

Obtaining a university degree is becoming a standard position for many graduates, eliminating the difference between the degrees offered. A completed degree is therefore no longer sufficient to guarantee a job.

While the personal benefits of acquiring knowledge are undisputed, the hypothesis that attending a university leads to a positive net return on investment in time and money is less true.

These graduates face a very different employment landscape than their parents or grandparents. 

The challenge facing everyone at the beginning of their professional lives is to find a career that is worthwhile, fulfilled, and, more importantly, resilient and not just resilient to change. People who want to be successful in their careers should expect a more conscious and planning approach and consider their career as their own business.

Being employed is no different from running your own business, as you are earning income from a single customer - your current employer. Most importantly, while your current employer prescribes the terms of your employment, you should be the one who is responsible for your career. Employees need to think of themselves and their careers as if they were a company - that needs to be developed, developed, sometimes diverted, and above all, protected.

The question is: can you recognize these career changes before your employer notices them? If so, you are well on the way to securing your career.

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Choose a career

So what can one learn or train? There are a number of professions and professions that are safer to automate and / or outsource, enabling you to shape your career like a business.

A useful guide is to review papers that meet a range of criteria. These include:

1. The delivery of a service in real time

2. Being physically present at the place of performance

3. the need for a high level of expertise, training and experience, and

4. There is likely to be a continued need for your service.

For example, you need to be trained and certified as an electrician to handle live electrical services, and you need to be on-site to get the job done. It also provides an excellent foundation for the subsequent acquisition of complementary or complementary skills and experience that will strengthen your future employment prospects.

They could expand into areas such as electronics, control systems, high-voltage and industrial systems, communications, or electrical engineering - anyone could create rewarding career opportunities and protect their future earnings potential.

Other examples of careers that meet these criteria are nurse, physiotherapist, plumber, special needs teacher, surveyor, veterinarian, air traffic controller, surgeon or firefighter. All are highly skilled and practical and are unlikely to be replaced by machinery soon.

Although many of these careers take place in ever-changing environments, the basics remain: none of them are at high risk of being outsourced abroad or fully automated. The same is not true for programmers, legal counsel or accountants.

Jump in early to avoid careers with gender stereotypes

Preschoolers are already thinking about the careers they will have when they grow up. At this early stage, they also tend to exclude jobs that do not suit their gender.

Four-year-olds have shown a strong gender bias towards jobs. Girls typically choose female occupations, while boys are more interested in typically male occupations. Preschoolers seem reluctant to adopt gender-sensitive roles.

To counteract the impact of gender stereotypes on careers, many educators with whom I have spoken in my research recommend that work-based learning take place in the early elementary years. There is concern that students' choice of subject and career in the years 8-10 was genuinely gender specific.

Lessons learned in 50 countries show that far fewer girls study mathematics and science by the year 10 because of this gender segregation. It is unlikely that students who have not completed advanced mathematics study pursue a male-dominated science, engineering, engineering, and mathematics (STEM) post-school career.

An exclusion process also takes place for boys. Very few boys follow the path typically dominated by women, such as welfare, nursing and education. This leads to a shortage of men in these key roles.

This early reflection on the work of men and women in children emerges from the roles they see in their families, schools, books, toys and media. A quick walk in a toy store provides ample evidence that few toys for girls have a non-traditional professional relationship.

Freedom of choice, but ...

The students in my research said they feel free to choose a career. However, in-depth interviews with them revealed that they were discouraged from their male-dominated career because of gender stereotypes, especially in the occupations.

One student noted the effects of gender stereotypes by saying:

I do not think they [girls] do what they want. They do more or suggest what society requires of them. The society tells them that [...] boys do that, girls do that.

High-performing female students seem to break the gender barriers in typically male-dominated occupations more than peers in vocational occupations. For example, in Australia, about 15% of women are enrolled in engineering, although this figure was already 22% for the UNSW. However, the number of female apprentices and apprentices participating in male-dominated vocational training such as electrical engineering, automotive engineering, engineering and construction is below 5%.

Overcoming gender stereotypes is important for industry, business and young people

Overcoming gender segregation in occupations is important to industry and the economy. Women's low labor participation rates and the segregation of women into existing female-dominated sectors contribute to labor market rigidity, sub-optimal productivity and economic inefficiency, as women's skills are under-utilized.

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The Minerals Council of Australia has called for "women wanted" to counteract the upward pressure on labor costs due to skills shortages.

It is important for women who are determined to reduce the gender pay gap and improve economic opportunities for women.

It is important that men and boys should also have the freedom to follow their interests and not be discouraged by lower status and lower wages associated with female-dominated occupations.

The average weekly income for female technicians and craftsmen in Australia is $ 917 and for males $ 1304. This corresponds to a gender pay gap of 29.7%.

Current professional development practice

Professional practice and theory in Britain and Australia have been criticized for not doing enough to challenge the influence of gender stereotypes.

The educators I interviewed said they wanted to do more for career interventions, but were hampered by a lack of time and resources.

In Australia, a national career development strategy has been developed. It recognizes that career development is a lifetime. However, in order to cope with the lifelong consequences of gender stereotypes for children at school, better resources must be provided.

To ensure that national career strategies are more responsive to the needs of girls and women, the national women's network "economicSecurity4Women" suggested that the Federal Government Commission use career guidance models specifically for the needs of girls.

In the UK, a career-based learning project for elementary schools was launched in 2007, the aim of which is to "prevent stereotyping and self-limiting thinking". The program overview has had some successes:

The results of the student survey showed that during the course of the evaluation, Pathfinder students experienced a greater decline in stereotyped thinking and a greater improvement in their perception of the effectiveness of career-based learning in their school than peer classmates.

In the UK, a guide for teachers to tackle gender stereotypes through existing teaching activities without the need for new curricula and resources is being used wisely.

The Department of Education and Communities in New South Wales continued to promote career-based learning in elementary schools at the Career Development Association National Conference in Perth last week.

Young people need to see that they have the freedom to choose between different careers - not the gender specific ones that have been maintained in books, media, toys and magazines - and this way of thinking has to start from a young age.

Early ambitions have a big impact on career outcomes

Young people who have ambitions for their studies and careers at an early age are more likely to succeed than those who have not thought about graduating from high school.

New research has shown that early career or strategic planning is important in determining success in 12th grade graduation, further study and a successful career.

Anyone who has no plans for what to do after school has less chance of a successful career, as the report from the National Center for Vocational Training Research shows.

High standards have an impact on all 12th grade students and university attendance alike. This includes low socioeconomic groups and indigenous students, although those in disadvantaged groups had lower expectations.

"The factors that influence young Australians' educational and career aspirations" looked at young people from the 2009 cohort of Australian adolescope longitudinal studies. The study looked at what led young people to finish 12 th grade, the first year after the birth High school graduation to begin the study, and the professional ambitions at the age of 15 years in relation to the profession they had expected at age 25.

The aspirations of the parents for the child and their own level of education were largely dependent on whether the students would complete the 12th grade and continue learning.

Pupils whose parents wish a university visit are four times more likely to reach Year 12. They are twelve times more likely to graduate than those whose parents expect them to opt for a non-university degree program.

The link between the aspirations and the educational level of the parents was also strong. Highly educated parents were more likely to have children interested in academic achievement.

Friends' plans to attend a university were also viewed as having been associated with the decisions of teens to attend university, and even with their academic achievements.

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A positive attitude to the school, including supportive relationships with teachers, an interest in learning, and participation in extracurricular activities strongly correlated with the intention to continue the studies.

However, there is a discrepancy between the career aspirations of 15-year-olds and the age of 25. About half of the young people who are looking for highly qualified jobs have not achieved this goal by the age of 25 years.

However, it was noted that the transition from education to career took longer than in the past, so that these young people also had the opportunity to pursue their desired career path in the future.

It has been found that women are more likely to successfully complete careers, with 52% of men achieving their high-level job goal (compared to only 39% of men).

Two-thirds of the group expressed an interest in a career, but these represent only one-third of the jobs currently available. Unless professional opportunities expand dramatically, not all students will successfully complete their expected careers.

Dr. Nicholas Biddle, an education and public education expert, says that the majority of the 15-year-olds who were examined did not make it to the point where they thought they were 25 years old, more concerned with insecurity to be.

"But the really important point," he says, "is that when a 15-year-old expects to become a veterinarian, but ends up as a health researcher, that's a much better result than having no expectations at all and no form to solve." formal learning. "

According to Dr. Biddle said the report strongly advocates addressing disadvantaged groups with aspiration-related interventions.

He said that disadvantaged groups, such as For example, students from low socio-economic or indigenous populations may have lower aspirations, as their probability of success is lower. If this is the case, we must consider the obstacles to achieving it ourselves.

"Children can sometimes overcome these barriers with sufficient ambition, but there is a real danger of raising expectations if we do not do what we can to break down barriers," he said.

The educational scientist Sue Roffey says that it is nothing new for students, for whom education is embedded in their family, to consider this as the next step.

However, this goes beyond the aspirations of the parents, she says. Those who did not grow up with this culture at home "need other things that happen at school" to get inspiration for further study.

"They need people who believe in them, help them identify their strengths, and enable them to feel connected to the school," Dr. Roffey.

"This gives them a different idea of ​​what might be possible."

Choose a career? These jobs will not go out of style

Sensational claims indicate that 40% of jobs in Australia will no longer exist in the future when young Australians are considering entering the labor market. The reality is that some jobs will no longer exist, new ones will be created and most jobs will change in some way. The skills we need for work are changing, but young Australians can plan for these changes.

The fears that automation and artificial intelligence are destroying future work are well founded - new technologies are changing our way of working. As the current workforce grows with an aging population, future generations will have many employment opportunities if they acquire the right skills.

Jobs of the future

The prospect of a single job for life is becoming increasingly unlikely. Today's 15-year-olds probably have 17 employer changes in five different careers. And for three out of five young Australians with a post-graduate degree (such as a degree or a vocational degree), less than half can work more than 35 hours per week.

When young Australians consider which career path they should take, they should be aware that the at-risk jobs have a high level of routine and repeatable and predictable processes that require precision. This includes administrative and office work, for example as a receptionist or data entry employee. Automation or AI will replace these jobs if they have not already done so.
Non-routine jobs that require human problem solving, creativity, adaptability, flexibility, physical dexterity, and communication skills will be the jobs of the future. This also applies to jobs that require physical closeness and interpersonal skills. Examples include engineering, planning, construction, education, health care and nursing work.

The economy is in a restructuring phase in response to the fourth industrial revolution. This is the name for a combination of technological megatrends that occur simultaneously (eg the Internet of Things, artificial intelligence, automation and robotics, digital disruption, etc.). At the same time, there are significant economic, demographic and social changes.

In view of this change, the prospect of a polarization of the workforce for young people is of great importance. "Polarization" is the erosion of the labor market: a decline in the proportion of medium-skilled jobs considered "entry level" for young Australians. For young people, this means fewer opportunities to enter the world of work and limited career opportunities for low-skilled jobs.

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Which industries show growth?

The Australian economy has transformed itself from an economy that produces goods to an economy that serves people. Almost 80% of the workforce is employed in the service industry.
The Ministry of Labor and Small Enterprises plans to increase employment in 17 out of 19 broad industry sectors in Australia during the five years to May 2023. And it will decrease in two directions: agriculture, forestry and fishing; and wholesale.

Almost two-thirds of employment growth is expected in four sectors: health care and social assistance; Construction; Education and training; as well as professional, scientific and technical services. There are jobs for people with the skills to fill these jobs.

It is projected that new jobs will be created in a number of occupations. Care for the elderly and disabled, nursing, child care, software and application programming and maintenance are the five most important growth areas.
However, employment in five professions is also projected to decline: personal assistants and secretaries, office managers and program administrators, machine and stationary plant operators, farmers and managers, and white-collar workers and office workers are likely to be replaced by automation or AI.

Skills young people can learn now
Achieving a university degree no longer automatically means a graduate will get immediate and meaningful employment. The youth unemployment rate for graduates is increasing at a greater rate than for those without a tertiary qualification. According to the Foundation for Young Australians, it now takes on average 4.7 years for a person to transition from full time education to full time employment.
Research from the Foundation for Young Australians found there are four key factors which can accelerate the transition from education to full time work:
• an education that builds transferable skills such as problem-solving, communication and team work
• being able to undertake relevant paid work experience
• finding employment in a sector which is growing
• an optimistic mindset.

Employers of technical and trade workers still place the most emphasis on job-specific skills, but across all jobs employability skills are the most important. Employers look for communication skills above all other skills, followed by organisational skills, writing, planning and detail orientation, team work and problem-solving. Young people will need to make sure they also have transferable skills such as digital literacy, critical thinking and creativity.

The NSW government challenged a group of researchers to identify what today’s kindergarteners will need to survive and thrive in the 21st century. The report says developing deep knowledge and specialist expertise over time is critical.
Employability skills such as problem-solving and critical thinking are considered generic, and are likely to also be job-specific and not necessarily transferable. For example, problem-solving skills will be very different for a mining engineer to those required by a kindergarten teacher. These “generic skills” need to be learned in context.

Vocational training must be for everyone, not just those who go to university

The 12th grade exams are in full swing and the media remind us almost daily that young people need to think outside the classroom and plan beyond their last days.

Even the Prime Minister of New South Wales, Mike Baird, has helped with his advice to the students.

However, focusing on examinations, ATARs and university offerings gives a distorted picture of what it means to finish high school.

Less than half of the young people who graduated from school attend the university in Australia. However, the focus of many of our media and public talks tends to strengthen the university as the gold standard that all young people should strive for.

This is compounded by the government's ambitions to increase the number of 25-34 year-olds who have a bachelor's degree or higher to 40% by 2025.

However, the university is not the only option. It's also not the best option for everyone.

This year alone, more than 290,000 young Australians aged 15 to 24 were unemployed. So what can be done to support them?

We need to focus on improving career guidance for young people in schools so that they can make informed decisions about their future careers.

Vocational training in schools

In a labor market context that is increasingly resentful for low-skilled young people, the role of career counselors and supportive teachers in schools is crucial.

Career counselors work with young people from diverse backgrounds, different dreams and ambitions, and are often under pressure from systems and principals who prioritize certain types of VET activities.

Career advisors are increasingly understaffed. Researchers from the Career Industry Council of Australia (CICA) show that one out of every three career counselors receives less than $ 1,000 a year to carry out career development throughout the school.

This equates to half of the schools with a population of over 1,000 students who spend less than $ 3 per pupil on vocational training.

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As CICA has highlighted:

"Preparing young Australians for an ever-changing workforce is a growing challenge, especially when career opportunities are underfunded."

The study shows that career counselors in schools are predominantly female (80%), over 45 (77%) and more than half (52%) part-time. The age and work profile of these practitioners may affect the sustainability and continuity of quality assurance in schools.

Current approaches to vocational training are perceived as meaningless

Government data show that the benefits of current approaches to vocational guidance at school are waning.

Less than a third of Victorian school graduates surveyed in 2014 said their career guidance was very useful. This was a decrease of 44.4% in 2010.

The number of school-leavers taking part in university information sessions and employer presentations has been steadily increasing, while the number of students participating in TAFE sneaking and presentations has been decreasing.

This is in line with research in NSW, which shows that the focus is more on university courses than on vocational courses and occupations.

Studies of teachers working in VET programs in schools also indicate that schools focus more on the university than on the professional path.

What could we do better?

What can schools do in response to this dynamic and changing landscape to support young people leaving school?

Researching The Smith Family - a charity that helps disadvantaged Australian children make the most of their education - highlights three key reasons why the recent changes in the Australian economy have been problematic for young people:

• Employment growth in new sectors that do not have well-developed career structures means that there are no clear paths to securing employment.

• A decline in traditional entry-level jobs for young people has led to a greater need for post-school education and training.

• Changing hiring practices in large organizations have resulted in young people focusing on a broad range of employability skills that they may find it difficult to develop at school.

As industries and professions rapidly change and evolve, students and their families need explicit information about the educational and training pathways that maximize opportunities and mobility after school. Engaging with parents and developing their ability to support their children's career paths is a particularly challenging task for the schools.

Career training must be provided early in all schools so that students can be introduced to technical and vocational education.

Despite the apparent collapse of the youth employment market, some families are often confused or unaware of the severity of this decline.

There have also been some problematic mixed government messages regarding the role of the school in paving a direct route to work.

Many young people may develop important skills to improve employability through part-time work at school. However, they may not be aware of the value of these skills for future employers and may not know how to sell their job application skills.

For example, students may have skills (eg IT skills, presentation skills, accounting skills) that they have acquired both inside and outside the school and that may not reflexively define and describe them as skills.

Schools need to recognize the value of education in assisting students to develop youth labor market skills