Choosing (or Not) a Career in Science: What Drives Doctoral Students?
Nikita Smirnov and Elena Tarasova presented the findings of their study in a new co-authored article Motivation matters: How enrollment motives shape doctoral experiences and career aspirations. The authors argue that doctoral education outcomes are influenced not only by institutional factors, but also by the motivations that drive students to enter doctoral programs.
Why do students enter doctoral programs? What aspects of the doctoral experience shape students’ orientations toward research careers? Can doctoral students who initially enroll with non-academic motivation encounter experiences during their studies that foster a desire to pursue research in the future? We tend to discuss these issues using survey data from Russia.
A nationwide survey of over 1,200 doctoral students from 154 Russian universities revealed that the majority are inclined to pursue a career in science. 41% of respondents exhibited a clear Academic Orientation, while another 14% were driven by a strong interest in their specific research topic.
At the same time, a significant number—around one in three doctoral students—enrol with what the authors describe as Unconscious Motives, characterised by a lack of defined goals at the time of enrolment. This group is highly heterogeneous in terms of plans and background. For some students, pragmatic considerations such as avoiding military service or securing accommodation are among the motivating factors. For many others, motivations appear uncertain, they have not fully understood why they enrolled on a doctoral program.
Students with unconscious motives face significant challenges, including lower satisfaction, heightened lack of confidence, and diminished intentions to pursue a research career.
The researchers explain these patterns by establishing a direct link between students’ initial motives and their experience. Those with Unconscious Motives are approximately twice as likely to report lower satisfaction with their doctoral studies than peers with an Academic Orientation. They also demonstrate significant differences in career plans and confidence in completing their dissertations.
Notably, the study also shows that initially unclear motivations become clearer over time. For some students, engaging in research during their studies fosters a genuine interest in science and shapes more defined academic aspirations over time. The authors suggest that improving academic integration and support for doctoral students with Unconscious Motives could lead to higher dissertation completion rates and better alignment of doctoral education.
Yet, if they are given the opportunity to participate in research activities, even those who initially lack motivation may internalize academic norms and eventually develop research-oriented career aspirations.