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2015

Akerlind, G., & McAlpine, L. (2015). Supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education, 1-13.
Explores how 12 experienced supervisors, in different disciplines, viewed the purpose of undertaking a doctorate, and related pedagogical strategies. The supervisors focused on developing the student/person, negating present debates about the product vs process/person purpose – with thesis completion (product) seen as a means to an end.
 

McAlpine, L., & Mitra, M. (2015). Becoming a scientist: PhD workplaces and other sites of learning. International Journal of Doctoral Studies, 10, 111-128.
Reports where 12 UK doctoral scientists worked and why. Contrary to common assumptions, e.g., work in labs and with teams, students often chose to work in non-institutional sites including their homes. Nor did they necessarily engage with a team, or conduct research linked to their supervisors’.
 

Chen, S., McAlpine, L., & Amundsen, C. (2015). Postdoctoral positions as preparation for desired careers: a narrative approach to understanding postdoctoral experience. Higher Education and Development, 34 (6), 1083-1096.
Provides a close look at how seven postdoc scientists prepared for their desired careers, tenure-track positions, through their day-to-day activities. They were all agentive in their planning and actions, yet exercised their agency differently, influenced by institutional factors and significantly by personal intentions and responsibilities.
 

McAlpine, L., & Amundsen, C. (2015). Early career researcher challenges: substantive and methods-based insights. Studies in Continuing Education, 37 (1), 1-37.
Examined the experienced challenges and responses of 8 early career researchers, drawing on two data collection formats (activity log, interview). Individuals generally managed day-to-day and short-term challenges successfully (largely reported in logs), and developed coping strategies for existential challenges (in logs and interviews). But structural issues (in interviews) were less tractable.
 

McAlpine, L., & Emmioglu, E. (2015). Navigating careers: The perceptions of sciences doctoral students, post-PhD researchers, and pre-tenure academics. Studies in Higher Education, 40 (10) 1770-1785.
Reports how 23 doctoral, postdoc, and tenure-track scientists in Canada engaged in career thinking and decision-making. Generally, over time and across roles, their knowledge of career opportunities grew, but concurrently their personal horizons for action became narrower due to changing personal relationships and responsibilities.
 

Hum, G. (2015). Workplace learning during the science doctorate: what influences research learning experiences and outcomes? Innovations in Education and Teaching International, 52, 29-40.
Follows six science PhD students over 2.5 years; among the six, three pairs shared similar learning experiences and outcomes: a) positive-professional future, b) positive-academic future, and c) challenging-uncertain future; these outcomes were influenced by affordances and hindrances in/with: research projects, supervision, colleagues, and individual choices.

 

2014

McAlpine, L. (2014). The next generation of university teachers: Over time, how do post-PhD scientists’ locate teaching and supervision within their academic practice? Teaching in Higher Education, 19 (8), 835-846.

Lunt, I., McAlpine, L., & Mills, D. (2014). Lively bureaucracy? The ESRC's Doctoral Training Centres and UK universities. Oxford Review of Education, 40 (2), 151-169.

McAlpine, L., Amundsen, C., & Turner, G. (2014). Identity-trajectory: Reframing early career academic experience. British Educational Research Journal, 40 (6), 952-969.

Alexander, P., Harris-Huemmert, S., & McAlpine, L. (2014). Tools for reflection on the identity of early career academics. International Journal for Academic Development, 19 (3), 162-173.


2013

McAlpine, L., McKinnon, M. (2013). Supervision – the most variable of variables: student perspectives. Studies in Continuing Education, 35, 3, 265-280.

McAlpine, L., Amundsen, C., & Turner, G. (2013). Constructing post-PhD careers: Negotiating opportunities and personal goals. International Journal of Researcher Development, 4(1), 39-54.

McAlpine, L. (2013). Doctoral supervision: Not an individual but a collective institutional responsibility. Infanci y Aprendizaje, 36 (3), 259-280.

McAlpine, L., Amundsen, C., & Turner, G. (2013). Tracking experience over time: Epistemological issues and methodological challenges. In J. Huisman & M. Tight (Eds), Theory and Method in Higher Education Research. London UK: Routledge; Volume 9, 97-114.


2012

McAlpine, L. (2012). Academic work and careers: Re-location, Re-location, Re-location. Higher Education Quarterly, 66 (2), 174-188.

McAlpine, L., & McKinnon, M. (2012). Supervision – the most variable of variables: Student perspectives. Studies in Continuing Education, 35 (3), 265-280.

McAlpine, L. (2012). Shining a light on doctoral reading: Implications for doctoral identities and pedagogies. Innovations in Education and Teaching International, 49 (4), 351-361.

McAlpine, L. (2012).  Identity-trajectories: Doctoral journeys from past to present to future. Australian University Review, 54 (1), 38-46.

McAlpine, L., Paulson, J., Gonsalves, A., & Jazvac-Martek, M. (2012). ‘Untold’ doctoral stories in the social sciences: Can we move beyond cultural narratives of neglect? Higher Education Research and Development, 31 (4), 511-523.

McAlpine, L., & Turner, G. (2012). Imagined and emerging career patterns: Perceptions of doctoral students and research staff. Journal of Further and Higher Education, 6 (4), 535-548.

McAlpine, L., & Amundsen, C. (2012). Challenging the taken-for-granted: How research analysis might inform pedagogical practices and institutional policies related to doctoral education. Studies in Higher Education, 37 (6), 667-681.


2011

McAlpine, L., & Amundsen, C. (Eds.). (2011). Doctoral education: Research based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer. [may be available as an e-book at your institution].

McAlpine, L., & Lucas, L. (2011). Different places, different specialisms: Similar questions of doctoral identities under construction. Teaching in Higher Education, 16 (6), 695-706.

Turner, G., & McAlpine, L. (2011). Doctoral experience as researcher preparation: activities, passion, status. International Journal of Researcher Development, 2 (1), 46-60.

McAlpine, L., & Amundsen, C. (2011). Supporting the doctoral process: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer.

Amundsen, C., & McAlpine, L. (2011). New academics as supervisors: A steep learning curve accompanied by challenges, tensions and pleasures. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer, 37-56.

Amundsen, C., & McAlpine, L. (2011). Moving from evidence to action. In L. McAlpine & C. Amundsen (Eds.). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer, 203-212.

Chen, S. (2011). Making sense of the doctoral dissertation defense: A student experience-based perspective. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer, 97-114.

Jazvac-Martek, M., Chen, S., & McAlpine, L. (2011). Tracking doctoral student experience over time: Cultivating agency in diverse spaces. In L. McAlpine & C. Amundsen (Eds.). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer, 17-36.

McAlpine, L., & Amundsen, C. (2011). To be or not to be? The challenges of doing academic work. In L. McAlpine & C. Amundsen (Eds.). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer, 1-13.

McAlpine, L., & Amundsen, C. (2011). Making meaning of diverse experiences: Constructing an identity through time. In L. McAlpine & C. Amundsen (eds.). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer, 173-183.

McAlpine, L., & Amundsen, C. (2011). Challenging the taken-for-granted: How research might inform doctoral education policy and practice. In L. McAlpine & C. Amundsen (Eds.). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer, 185-202.


2010

McAlpine, L. (2010). Fixed-term researchers in the social sciences: Passionate investment yet marginalizing experiences. International Journal of Academic Development, 15 (3), 229-240.

McAlpine, L., & Akerlind, G. (Eds.) (2010). Becoming an academic: Empirical and theoretical perspectives on developing an academic career. London: Palgrave Macmillan.

McAlpine, L., & Akerlind, G. (2010). Academic practice in a changing international landscape. In L. McAlpine & G. Akerlind (Eds.), Becoming an academic: International Perspectives. London: Palgrave Macmillan, 1-17.  

McAlpine, L., & Asghar, A. (2010). Enhancing academic climate: Doctoral students as their own developers. International Journal of Academic Development, 15 (2), 167-178.

McAlpine, L., Amundsen, C., & Jazvac-Martek, M. (2010). Living and imagining academic careers. In L. McAlpine & G. Akerlind (Eds.). Becoming an academic: International Perspectives. London: Palgrave Macmillan, 125-154.  

Paré, A. (2010). Making sense of supervision: Deciphering feedback. In P. Thomson and M. Walker (Eds.), The Routledge Doctoral Student’s Companion: Getting to Grips with Research in Education and the Social Sciences, 107-115. London, UK: Routledge.

Paré, A. (2010). Slow the presses: Concerns about premature publication. In C. Aitchison, B. Kamler & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond, 30-46. London, UK: Routledge.

Starke-Meyerring, D. (2010). Between peer review and peer production: Genre, wikis, and the politics of digital code in academe. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P. Rogers, & A. Stansell (Eds.), Traditions of writing research: Traditions, trends, and trajectories, 339-350. New York: Routledge.

Starke-Meyerring, D., & Andrews, D. (2010). Building a culture of intercultural learning: Assessment in a virtual team project. In Hundleby, M., & J. Allen (Eds.), Assessment in Technical and Professional Communication, 197-220. Amityville, NY: Baywood.

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