Earlier

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.