Context-/Problem-Statement

The times when doctorates served the primary goal of professorships or tenure-track positions are long gone. The number of doctoral researchers far exceeds the number of academic positions available (Fuhrmann et al., 2011; Konsortium Bundesbericht Wissenschaftlicher Nachwuchs, 2021; Seo et al., 2021). Recent studies have concluded that careers outside academia can no longer be described as alternative career paths, but have become the predominant career path for young academics (Fuhrmann et al., 2011; St. Clair et al., 2017). Furthermore, as doctoral researchers increasingly pursue careers outside academia, preparation for both academic career opportunities as well as non-academic career paths is becoming more important (i.a. European University Association, 2019; Konsortium Bundesbericht Wissenschaftlicher Nachwuchs, 2021).

In Europe, doctoral education has undergone major changes in recent years. In 2011, the European Commission developed "The European Framework for Research Careers", which divides researchers into four broad profiles – including necessary and desirable characteristics – that are independent of country, profession, private or public sector (European Commission, 2011):

• R1 First Stage Researcher (up to the point of PhD)
• R2 Recognised Researcher (PhD holders or equivalent who are not yet fully independent)
• R3 Established Researcher (researchers who have developed a level of independence.)
• R4 Leading Researcher (researchers leading their research area or field)

In this study, the terms "first stage researcher" and "doctoral researcher" are used synonymously.

Results of a study of the Council for Doctoral Education of the European University Association (EUA, 2019) show that doctoral education nowadays predominantly takes place in structured programs or schools rather than as individual education only. The EUA study concludes that universities in Europe offer support opportunities that pursue both academic and non-academic career paths, and that while doctoral researchers are mainly seen as future academics, they are also increasingly seen as tomorrow's professionals.

In order to understand doctoral researchers‘ career decision making, Seo et al. (2021) used the social cognitive career theory (SCCT)‘s model of career self-management (CSM) by Lent and Brown (2013). They found out that advice from faculty members has a significant impact on the desire to pursue a career inside academia or to stay at the faculty, and that doctoral researchers in the field of social sciences are more likely to stay in academia than those of science and engineering.

Due to the COVID-19 pandemic, there have been unpredictable changes in private and professional lives worldwide. The circumstances of this uncertain time - such as closure of facilities, contact and travel restrictions - make it difficult for all academics to conduct their research. Social distancing measures reduce face-to-face meetings and network interactions. Consequently, collaboration and the natural exchange of ideas through informal conversations are limited (Termini & Traver, 2020). Therefore, this study also examines the influence of the current Corona situation on the career development of first stage researchers in Europe, taking into account different organisational types of doctoral education: individual education vs. structured programs/schools (European University Association, 2007, 2019).

Research questions:

• Is there a difference between VET doctoral researchers of individual and structured doctoral education programs in terms of their career development?
• To what extent do the Corona-related circumstances influence the career development of VET doctoral researchers?
• How well do VET doctoral researchers feel prepared for a career inside and outside academia?
• Are they more likely to pursue a career inside or outside academia?

Previous studies have mainly focused on the natural and engineering sciences (i.a. Seo et al., 2021; St. Clair et al., 2017). What these studies also do not focus on are the COVID-19-related challenges and opportunities that influence the career development of doctoral researchers at the current time. In order to gain a deeper insight into the topic, a qualitative research approach is applied. To answer the research questions, semi-structured interviews are conducted in Spring 2022 with six first stage researchers (R1) in vocational education and training (VET) coming from three different European countries (two interviews per country). The interviewees are currently in the data collection/analysis or "all-but-dissertation" stage and pursue their doctorate under different organizational conditions: • Germany (individual doctoral education, no compulsory studies, financed by a temporary project employment, teaching obligations may be contractually regulated) • Sweden (structured PhD program in education, obligatory course work, paid positions as PhD student) • UK (both individual and structured doctoral education, high tuition fees to cover study costs, obligatory course work only in structured program) An interview guideline is developed, which is divided into two blocks: a) Career development (i.a. career aspiration, perceived preparation for future careers inside and outside academia) b) Influence of the pandemic situation (i.a. on the doctoral project and career development opportunities) The interviews are conducted online, recorded, and transcribed. They will be coded with MAXQDA software, and analysed using the method of qualitative content analysis.

It is worth noting that not all interviews have been conducted, coded and analysed when submitting this abstract. Therefore, we can only give expected outcomes at this stage. Due to the COVID-19 pandemic, it is assumed that the framework conditions of the doctorate have changed and that many challenges have arisen for doctoral researchers. The following factors can be expected to have a negative influence on the doctoral project: reduced face-to-face meetings and network interactions, limited field access, adaptation of research methods and possibly research questions, decline in informal feedback, delaying or jeopardising the completion of the dissertation (Konsortium Bundesbericht Wissenschaftlicher Nachwuchs, 2021; Termini & Traver, 2020). In analogy to other educational settings, the following positive aspects, among others, may be expected: improvement of digital competencies, increased virtual international collaboration (Konsortium Bundesbericht Wissenschaftlicher Nachwuchs, 2021; Termini & Traver, 2020; Wößmann et al., 2021). Even though there is a continued decline in the academic employment rates across disciplines, it is expected that doctoral researchers in VET feel primarily prepared for academic careers during their doctorate, and that they – as observed in the field of social sciences - often pursue academic careers accordingly (Seo et al., 2021). Finally, taking into account the different organisational types of doctoral education, it is expected that doctoral researchers with an individual doctoral education background might be more likely to stay in academia than those from structured doctoral education programs, where career development support is an integral part (EUA, 2019).

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