Citations (36)
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Huan Li & Hugo Horta. (2022) Factors influencing PhD students’ intentions to pursue careers in the government and nonprofit sectors: evidence from a global survey. Higher Education Research & Development 41:6, pages 1946-1961.
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Xiujuan Sun. (2022) A life story study of PhD students (re)constructing their multivoiced identity. Studies in Continuing Education 44:3, pages 409-424.
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Sanja Djerasimovic. (2021) Exploring the ways of studying academic identity as a dynamic discursive performance: the use of diary as a method. European Journal of Higher Education 11:sup1, pages 506-521.
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Amelia Hollywood, Daniel McCarthy, Carol Spencely & Naomi Winstone. (2020) ‘Overwhelmed at first’: the experience of career development in early career academics. Journal of Further and Higher Education 44:7, pages 998-1012.
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Anne Gardner & Keith Willey. (2019) The role of peer review in identity development for engineering education researchers. European Journal of Engineering Education 44:3, pages 347-359.
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Ashleigh G. Roberts. (2018) Industry and PhD engagement programs: inspiring collaboration and driving knowledge exchange. Perspectives: Policy and Practice in Higher Education 22:4, pages 115-123.
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Billy Bryan & Kay Guccione. (2018) Was it worth it? A qualitative exploration into graduate perceptions of doctoral value. Higher Education Research & Development 37:6, pages 1124-1140.
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Anne Gardner & Keith Willey. (2018) Academic identity reconstruction: the transition of engineering academics to engineering education researchers. Studies in Higher Education 43:2, pages 234-250.
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Nalita James & Irina Lokhtina. (2018) Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice. Studies in the Education of Adults 50:1, pages 39-56.
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Paul Ashwin, Rosemary Deem & Lynn McAlpine. (2016) Newer researchers in higher education: policy actors or policy subjects?. Studies in Higher Education 41:12, pages 2184-2197.
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Reshma Subbaye & Rubby Dhunpath. (2016) Early-career academic support at the University of KwaZulu-Natal: towards a scholarship of teaching. Studies in Higher Education 41:10, pages 1803-1819.
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Lynn McAlpine. (2016) Becoming a PI: From ‘doing’ to ‘managing’ research. Teaching in Higher Education 21:1, pages 49-63.
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Joe Hurley & Elizabeth Jean Taylor. (2016) Australian early career planning researchers and the barriers to research–practice exchange. Australian Planner 53:1, pages 5-14.
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Lynn McAlpine & Esma Emmioğlu. (2015) Navigating careers: perceptions of sciences doctoral students, post-PhD researchers and pre-tenure academics. Studies in Higher Education 40:10, pages 1770-1785.
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Shuhua Chen, Lynn McAlpine & Cheryl Amundsen. (2015) Postdoctoral positions as preparation for desired careers: a narrative approach to understanding postdoctoral experience. Higher Education Research & Development 34:6, pages 1083-1096.
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Denise Jackson & Grant Michelson. (2015) Factors influencing the employment of Australian PhD graduates. Studies in Higher Education 40:9, pages 1660-1678.
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Lynn McAlpine. (2014) Over time, how do post-Ph.D. scientists locate teaching and supervision within their academic practice?. Teaching in Higher Education 19:8, pages 835-846.
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Lynn McAlpine & Margot McKinnon. (2013) Supervision – the most variable of variables: student perspectives. Studies in Continuing Education 35:3, pages 265-280.
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Articles from other publishers (18)
Rawlance Ndejjo, Charles Ssemugabo, Jimmy Osuret, Esther Bayiga Zziwa, Sharon Fonn, Tobias Alfvén, David Mukanga, Meleckidzedeck Khayesi & Rhoda K. Wanyenze. (2022) Positioning Africa’s public health doctoral students to lead societal transformation and development. BMJ Global Health 7:2, pages e007996.
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Rachel HandforthRachel Handforth. 2022. Belonging, Gender and Identity in the Doctoral Years. Belonging, Gender and Identity in the Doctoral Years
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Derya DEMİRDELEN ALRAWADIEH & Hasibe YAZIT. (2021) Doktora deneyiminin öğrenciler ve akademisyenler açısından değerlendirilmesiAssessing Ph.D. experience from the perspectives of students and academics. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 24:46, pages 1229-1245.
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Ma. Carolina Saffie‐Robertson & John Fiset. (2020) Finding a tenure‐track position in academia in North America: Development of an employability model for new assistant professors. Higher Education Quarterly 75:2, pages 263-277.
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Cally Guerin. (2019) Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia. Arts and Humanities in Higher Education 19:3, pages 304-324.
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Sanja Djerasimovic & Marialuisa Villani. (2019) Constructing academic identity in the European higher education space: Experiences of early career educational researchers. European Educational Research Journal 19:3, pages 247-268.
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Natalia Shmatko, Yurij Katchanov & Galina Volkova. (2020) The value of PhD in the changing world of work: Traditional and alternative research careers. Technological Forecasting and Social Change 152, pages 119907.
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Jillian Seniuk Cicek, Robyn Paul, Patricia K. Sheridan & Liz Kuley. (2020) Researchers Explore Their Roles as Participant-Researchers in Characterizing the Lived Experiences of Graduate Students in Engineering Education Research in Canada: a Collaborative Autoethnography. Canadian Journal of Science, Mathematics and Technology Education 20:1, pages 98-115.
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C. E. Davis & Nancy F. Reese-Durham. 2020. Creating a Framework for Dissertation Preparation. Creating a Framework for Dissertation Preparation
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Carol A. Taylor & Gill Adams. (2020) Reconceptualizing doctoral students’ journeyings: Possibilities for profound happiness?. International Journal of Educational Research 99, pages 101425.
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Brianna Benedict, Dina Verdin, Jacqueline A. Rohde, Harriet Brown, Rachel Baker, Aaron Thielmeyer & Allison Godwin. (2019) An Early Adaptation of Identity Trajectory to Understand the Identities of Undergraduate Engineering Students. An Early Adaptation of Identity Trajectory to Understand the Identities of Undergraduate Engineering Students.
Christos Petichakis, Eli Saetnan & Lynn Clark. (2019) The experiences of research fellows seeking independence in multiple communities of practice. Studies in Graduate and Postdoctoral Education 10:2, pages 126-141.
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Carine Signoret, Elaine Ng, Stéphanie Da Silva, Ayco Tack, Ulrikke Voss, Helga H. Lidö, Cédric Patthey, Madelene Ericsson, Jenny Hadrévi & Chanchal Balachandran. (2018) Well-Being of Early-Career Researchers: Insights from a Swedish Survey. Higher Education Policy 32:2, pages 273-296.
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İnci Öztürk Fidan. 2019. Vocational Identity and Career Construction in Education. Vocational Identity and Career Construction in Education
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Hugo Horta. (2018) PhD students’ self-perception of skills and career plans while in doctoral programs: are they associated?. Asia Pacific Education Review 19:2, pages 211-228.
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Lynn McAlpine, Cheryl Amundsen & Gill Turner. (2014) Identity-trajectory: Reframing early career academic experience. British Educational Research Journal 40:6, pages 952-969.
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Lynn McAlpine, Cheryl Amundsen & Gill Turner. (2013) Constructing post‐PhD careers: negotiating opportunities and personal goals. International Journal for Researcher Development 4:1, pages 39-54.
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Lynn McAlpine. (2012) Academic Work and Careers: Relocation, Relocation, Relocation. Higher Education Quarterly 66:2, pages 174-188.
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