Interviews with doctoral graduates

The survey results formed the basis for issues to be followed-up with semi- structured interviews. Where there were obvious response biases (e.g. under- representation of sub-disciplines) that were taken into account at the

qualitative stage. Matched interviews with doctoral graduates from Greek and UK-educated samples were undertaken with the aim to gather insights on the questionnaire data and examine further perceptions and issues arising from the survey. The objective was not only to obtain subjective accounts from doctoral graduates, but also to look more closely at their experience of doctoral education and the link with the labour market. In addition, through the

interviews it was possible to identify issues that affect the supply of doctoral graduates and obstruct or facilitate the effective integration to employment, utilisation of knowledge and skills and the contribution of these highly skilled individuals.

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Design of interview guides

Interview schedules were developed for PhD graduates to address the research questions of this study and the survey results. In addition, previous studies of PhD graduates that had used interviews to collect data were

consulted (Souter, 2005; McCarthy and Simm, 2006; Purcell and Elias, 2006). The interview guide consisted a series of open thematic questions, which allowed for further exploration of the experiences of doctoral education and the subsequent career path of PhD graduates.

The semi-structured interviews covered similar themes to those investigated in the online survey, plus followed up questionnaire responses. Key survey

responses provided by the members of the interview subsample informed each interview guide importantly ensuring that questions were relevant, but also showing that the interviewer was interested and knowledgeable of their career path to date. This was found to be effective in establishing and building rapport with the interviewee. In this way, particular issues were further investigated some of the ‘how’ and ‘why’ questions that could be asked enriched and elucidated the career path and doctoral education information provided in the survey responses.

Pilot interviews

Three pilot interviews with Greek PhD graduates with similar characteristics of the study population were undertaken early in the study to test the interview guide. All had completed a questionnaire in advance and were asked for feedback at the end of the interview. The pilot interviews helped to ensure that the questions were clear and comprehensive and that there was a good flow in

168 the structure of the interview. The semi-structured nature of the interviews, which were recorded for later transcription, allowed for adaptation of questions and ordering, where appropriate. Use of open-ended questions, with non- directive probes where required, ensured that respondents had the opportunity to elaborate on issues and use their own words to describe their decisions at situations134.

Selection of respondents

In the questionnaire, the recipients were asked whether they would be willing to answer some supplementary questions and provided email or telephone contact information. The respondent who replied positively and provided contact information formed the pool from which interviewees were selected. Selection of doctoral graduates and the number to be interviewed as

representative of significant subgroups were determined on the basis of the initial analysis of the survey, but also on basis of employment sector

(academic, public, private, self –employed), educational background (Greek – UK-educated) and discipline specific (Biology, Electrical Engineering, Physics and Computer Science).

After the selection of potential interviewees, each was contacted by telephone and email to participate in a follow-up interview within the next few weeks. Interviewees were also asked to send their curriculum vitae in advance of the

134 Working simultaneously at a RCUK project for UK PhD graduates of a similar cohort, complemented the researcher’s work on questionnaires about PhD grads, developing interview guides and acquiring interview experience by conducting 10 interviews within the context of this project. In addition the researcher undertook training on ‘in depth interviewing’ which was useful preparation for this stage.

169 interview, as these provided a useful additional source of data to tailor

questions in the interviews to the situations of the responses concerned. The information from the curriculum vitae and the questionnaire responses were inserted into the interview guide where appropriate to help the interviewer conduct the interview.

Data collection

Twenty-seven interviews (see table 4.11) undertaken by telephone were recorded with the consent by the interviewees, on assuring their anonymity conforming to well research ethics and data protection legislation135. The interviews lasted between one-two hours.

After each interview, a file was constructed for each interviewee with the following information: the questionnaire responses; the CV; the individualised interview guide; notes from the interviewer; and the recorded interview. All interviews were then transcribed. The interviewing process was undertaken in Greek and only a few were translated to English due to limited time136. NVivo, a qualitative software package, was used to support the analysis of the

interview data.

135

These ethics were in accordance with guidelines of the Institute for Employment Research.

136

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Table 4.11 Characteristics of PhD graduates interviewed in this study

ID Gender Age_group (years) Age at PhD completion Discipline/subject area of PhD degree phduk1 F 31-35 26-30 Electrochemistry

phduk2 M 31-35 26-30 Electrical Engineering

phduk3 M 31-35 < 25 Molecular Neuroscience

phduk4 F 31-35 26-30 Biophysics

phduk5 M 31-35 26-30 Microbiology

phduk6 M 36-40 31-35 Electrical Engineering

phduk7 F 31-35 26-30 Plant Biology

phduk8 M 36-40 31-35 Electrical Engineering

phduk9 F 31-35 26-30 Biology

phduk10 M 31-35 26-30 Neuroscience

phdgr1 M 36-40 31-35 Chemical engineering

phdgr2 M 36-40 31-35 Biomedical engineering

phdgr3 M 36-40 26-30 Computer and electrical engineering

phdgr4 F 36-40 26-30 Biomedical engineering and

biophysics

phdgr5 F 31-35 26-30 Electrical and computer Engineering

phdgr6 F 36-40 26-30 Computer and electrical engineering

phdgr7 M 41-50 36-40 Electrical and computer Engineering

phdgr8 M 36-40 31-35 Physics - microelectronics

phdgr9 M 36-40 31-35 Electrical and computer Engineering

phdgr10 M 36-40 31-35 Chemical engineering

phdgr11 M 31-35 26-30 Electrical and computer Engineering

phdgr12 M > 50 41-50 Biology

phdgr13 M 41-50 31-35 Electrical and computer Engineering

phdgr14 M 31-35 26-30 Microelectronics

phdgr15 F 36-40 31-35 Molecular biology and genetics

phdgr16 M 31-35 26-30 Computer and electrical engineering

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