Jump to ContentJump to Main Navigation
The Changing FrontierRethinking Science and Innovation Policy$
Users without a subscription are not able to see the full content.

Adam B. Jaffe and Benjamin F. Jones

Print publication date: 2015

Print ISBN-13: 9780226286723

Published to Chicago Scholarship Online: January 2016

DOI: 10.7208/chicago/9780226286860.001.0001

Show Summary Details
Page of

PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use (for details see www.chicago.universitypressscholarship.com/page/privacy-policy).date: 19 December 2018

The (Changing) Knowledge Production Function

The (Changing) Knowledge Production Function

Evidence from the MIT Department of Biology for 1970–2000

Chapter:
(p.49) 2 The (Changing) Knowledge Production Function
Source:
The Changing Frontier
Author(s):

Annamaria Conti

Christopher C. Liu

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226286860.003.0003

Considerable attention has been focused, in recent years, on the role that graduate and postdoc students play in the production of academic knowledge. Using data from the MIT Department of Biology for the period 1970-2000, the changes over time of four fundamental aspects of their productivity are analyzed: i) training duration; ii) time to a first publication; iii) productivity over the training period; and iv) collaboration patterns with other scientists. Four main trends that are common to graduate students and postdocs are identified. First, training periods have increased for later cohorts of graduate and postdoc students. Second, later cohorts tend to publish their initial first-author article later than the earlier cohorts. Third, they produce fewer first-author publications. Finally, collaborations with other scientists, as measured by the number of coauthors on a paper, have increased. This increase is driven by collaborations with scientists external to a trainee’s laboratory. These results can be interpreted in light of the following two paradigms: the increased burden of knowledge that later generations of scientists face and the limited availability of permanent academic positions.

Keywords:   knowledge frontier, laboratory composition, scientific productivity, university science, graduate training, postdoctoral training

Chicago Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.