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Prior analyses of face-to-face contacts in collaborations have focused on one substitute only. Instead, we analyse various potential substitutes for face-to-face contacts in collaborations. Based on 45 interviews with academics from five leading European universities of technology our findings show that face-to-face contacts are closely intertwined with other mechanisms of coordination and communication for collaboration, particularly modern communication tools, proximity, and brokerage. Generally, to add personal and social proximity to their collaborations academics in our sample rely on face-to-face contacts. In their relationships with industrial partners, face-to-face contacts remain crucial to overcome cognitive and organizational distance. Yet when working with their peers, a number of partial substitutes for face-to-face contacts exist, knowingly combinations of temporary geographical proximity and modern communication tools. Moreover, PhD students can play a crucial role as junior brokers, overcoming a lack of face-to-face contacts between partners jointly supervising them while working in different locations.

We look into the question whether heterogeneity stemming from research orientation, gender, or disciplinary and cultural differences with their PhD supervisors helps or hampers academics' careers. Based on a sample of 248 academics at two leading European universities of technology, we combine multinomial logit models and sequential logit models to understand career advancement. Our results show that heterogeneity stemming from research orientation is helpful. Academics who bridge between the quest for fundamental understanding and socio-economic relevance attain career success. Yet heterogeneity stemming from gender hinders careers: female academics face problems securing tenured positions and full professorships. Mentor-mentee heterogeneity only helps in early career transitions, but hampers advancement later on. Our insights offer suggestions to policymakers, university managers, and academics, because they help to identify promising academics, the right support for sitting staff members, measures correcting for gender imbalances, and can inform strategic choices regarding research orientation and PhD supervisors.

Prior analyses of face-to-face contacts in collaborations have focused on one substitute only. Instead, we analyse various potential substitutes for face-to-face contacts in collaborations. Based on 45 interviews with academics from five leading European universities of technology our findings show that face-to-face contacts are closely intertwined with other mechanisms of coordination and communication for collaboration, particularly modern communication tools, proximity, and brokerage. Generally, to add personal and social proximity to their collaborations academics in our sample rely on face-to-face contacts. In their relationships with industrial partners, face-to-face contacts remain crucial to overcome cognitive and organizational distance. Yet when working with their peers, a number of partial substitutes for face-to-face contacts exist, knowingly combinations of temporary geographical proximity and modern communication tools. Moreover, PhD students can play a crucial role as junior brokers, overcoming a lack of face-to-face contacts between partners jointly supervising them while working in different locations. [ABSTRACT FROM AUTHOR]

We look into the question whether heterogeneity stemming from research orientation, gender, or disciplinary and cultural differences with their PhD supervisors helps or hampers academics' careers. Based on a sample of 248 academics at two leading European universities of technology, we combine multinomial logit models and sequential logit models to understand career advancement. Our results show that heterogeneity stemming from research orientation is helpful. Academics who bridge between the quest for fundamental understanding and socio-economic relevance attain career success. Yet heterogeneity stemming from gender hinders careers: female academics face problems securing tenured positions and full professorships. Mentor–mentee heterogeneity only helps in early career transitions, but hampers advancement later on. Our insights offer suggestions to policymakers, university managers, and academics, because they help to identify promising academics, the right support for sitting staff members, measures correcting for gender imbalances, and can inform strategic choices regarding research orientation and PhD supervisors. [ABSTRACT FROM AUTHOR]