This paper aims to clarify how getting a doctoral degree relates to administrative expertise as a government official, based on qualitative research. Previous studies that focus on the degrees and educational backgrounds of public officials suggest that holding a PhD is associated with more active engagement in policy agenda setting and that academic expertise and educational attainment may influence performance. However, how these characteristics of PhD holders are connected to administrative expertise has not been sufficiently examined. To address this gap, we conducted semi-structured interviews with PhD holders working in the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan and with PhD holders employed by the Australian Government. The findings indicate that directly applying disciplinary expertise associated with a doctoral degree in day-to-day administrative work is difficult, and that this tendency does not appear to depend on whether the personnel system is open or closed. At the same time, the analysis shows that skills associated with doctoral training: namely (1) rapid learning and adaptability, (2) problem formulation and inquiry skills, (3) professional attitudes and resilience, (4) quantitative literacy, (5) foreign language proficiency, and (6) experiential knowledge gained through academic work, can contribute to the exercise of administrative expertise as government officials.
Andō et al. (Thu,) studied this question.