Publications

Publications listed below are authored by team members involved in our first SSHRC grant (2006-2010) [note: only those since 2010 listed] and those involved in our current grant (2010-2013). These are subdivided into:

Journal Articles
Book Chapters
Books
Conferences
Other Contributions

Journal Articles

Chen, S., McAlpine, L. , & Amundsen, C. (in press). Postdoctoral positions as preparation for desired careers: a narrative approach to understanding postdoctoral experience. Higher Education and Development.

Hum, G. (in press). Workplace learning during the science doctorate: what influences research learning experiences and outcomes? Innovations in Education and Teaching International.

McAlpine, L. , & Amundsen, C. (in press). Different data collection tools: Different insights into academic experience. Studies in Continuing Education.

Hopwood, N., & McAlpine, L . (in press). Conceptualising the PhD as preparing for academic practice in geography. Geojournal.

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. http://www.tandfonline.com/doi/full/10.1080/13562517.2014.934356.

McAlpine, L. , & Emmioglu, E. (2014). Navigating careers: The perceptions of sciences doctoral students, post-PhD researchers, and pre-tenure academics. Studies in Higher Education.

Lunt, I., McAlpine, L., & Mills, D. (2013). Lively bureaucracy? The ESRC's Doctoral Training Centres and UK universities. Oxford Review of Education. iFirst November 19, 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., Amundsen, C., & Turner, G. (2013). Identity-trajectory: Reframing early career academic experience. British Educational Research Journal. doi: 10.1002/berj.3123

Alexander, P., Harris-Huemmert, S., & McAlpine, L. (2013). Tools for reflection on the identity of early career academics. International Journal for Academic Development. iFirst, August 1, 2013.

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

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. iFirst November 29, 2012.

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. Published iFirst, February 23, 2012.

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.

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

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.

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Book Chapters

McAlpine, L., & Turner, G. (2013). Imagined and emerging career patterns: Perceptions of doctoral students and research staff. (re-print with permission). In N. Huber, P. Pohlenz, & R. Krempkow (Eds.). Diversity Management and Diversity in Science. Berlin: UVW-Verlag, 339-351.   

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.

Akerlind, G., & McAlpine, L. (2010). Rethinking preparation for academic careers: Privileged versus neglected aspects of academic practice. In L. McAlpine & G. Akerlind (eds.). Becoming an academic: International Perspectives. London: Palgrave Macmillan, 155-170.  

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.

Hopwood, N., Alexander, P., Harris-Huemmert, S., & McAlpine, L., & Wagstaff, S. (forthcoming). The hidden realities of life as a doctoral student. In V Mallan & A Lee (Eds.) International perspectives on doctoral education: a resource for supervisors and students. Serdang, Malaysia: Universiti Putra Malaysia Press.

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., & 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., & 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.

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 Publishing pedagogies for the doctorate and beyond. C. Aitchison, B. Kamler & A. Lee (Eds.). London, UK: Routledge, 30-46.

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 (pp. 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 (pp. 197-220). Amityville, NY: Baywood.

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Books

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

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

McAlpine, L., Amundsen, C., & Turner, G. (in press). 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.

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Conferences

Emmioglu, E., McAlpine, L., & Amundsen, C. (2013). Doctoral Students’ Experiences of Feeling like an Academic. Paper presented at the American Educational Research Association for the Annual Conference, San Francisco, USA.

Hum, G. & Emmioglu, E. (2013, August). Science doctoral students’ learning of research and research methods through research work and engagement. Paper presented at the biennial meeting of the European Association of Researchers on Learning and Instruction, Munich, Germany.

McAlpine, L. (2013). The next generation of university teachers: Over time, how do post-PhD scientists’ locate teaching within their academic practice? Paper presented at the annual conference of the American Society for Higher Education, St. Louis, Missouri.   

McAlpine, L., & Amundsen, C. (2013). Looking across time: Enhancing insight into academic challenges through varied data collection tools. Paper presented at the European Association for Research on Learning and Instruction Conference, Munich, Germany.

McAlpine, L. (2013). A Real Job Finally! Transitioning into a Pre-Tenure Position. Paper presented at the Consortium of Higher Education Research. Lausanne, Switzerland.

Ashwin, P., Deem, R., & McAlpine, L. (2013). Newer researchers in higher education: Policy actors or policy subjects? Paper presented at the Consortium of Higher Education, Lausanne, Switzerland.

Ashwin, P., Deem, R., & McAlpine, L. (2012). Newer researchers in higher education – policy actors or policy subjects? Paper presented at the Society for Research in Higher Education, Wales, UK.

Amundsen, C. & McAlpine, L. (2011, August). Seeking to establish oneself as an academic: Experiences of life sciences doctoral students, postdocs and pretenure academics. Paper presented at the European Association for Research in Learning and Instruction. Exeter, UK. [download]

Boggs, A., & McAlpine, L. (2010, December). The myth of ‘writing it up’. Paper presented at the Society for Research in Higher Education, Wales, UK.

Chen, S. (2011, December). Negotiating knowing and not knowing: An identity perspective on doctoral students' experiences in the dissertation defense. Paper presented at the Society for Research into Higher Education (SRHE) annual conference, Newport, Wales, UK.

Chen, S. (accepted). Similar procedures, different experiences: What can we learn from the variability of student experiences of the doctoral dissertation defense? Paper to be presented at the 4th International CETL Preparing for Academic Practice Conference. Oxford, UK.

Chen, S. (2010, May). What are they getting at? Examiners' questions in the doctoral dissertation defense. Paper presented at the Canadian Society for the Study of Higher Education (CSSHE) Annual Meeting. Montreal, QC, Canada.

Hum, G. (2012, December). Variations from established views of laboratory research: exploring a range of experiences and contexts. Paper & poster presented at the Society for Research into Higher Education Newer Researchers Conference, Wales, United Kingdom.

Jazvac-Martek, M., Amundsen, C., & McAlpine, L. (2012, June). Expanding teaching definitions: Cultivating the supervisory role.  Presentation at the Society for Teaching and Learning in Higher Education (STLHE), Montreal.

McAlpine, L., Amundsen, C., & Turner, G. (2012, September). Moving beyond interviews: Documenting experience through weekly activity logs and card-elicitation. Workshop at the European Consortium of Educational Researchers, Cadiz, Spain.

McAlpine, L., Amundsen, C., & Turner, G. (2012). Tracking experience over time in distinct ways: Accessing the everyday and disrupting the interviewer role. Paper presented at British Educational Research Association Conference on Innovation Research Methods, London, England.

McAlpine, L., & Emmioglu, E. (2012). Opportunity structures and horizons for action: The perceptions of sciences doctoral students, post-PhD researchers, and pre-tenure academics. Paper presented at the European Educational Research Association, Cadiz, Spain.

McAlpine, L., & Mitra, M. (2012).  Rhythms of work: Spatially- and socially- located research practices among sciences doctoral students. Paper presented at at the Society for Research in Higher Education, Wales, UK.  

McAlpine, L. (2012). Early career academic experience: Using a narrative approach to understand identity construction. Paper presented at the Society for Research in Higher Education, Wales, UK

McAlpine, L. (2011). Shining a light on doctoral reading: Implications for doctoral identity. Paper presented at the Society for Research in Higher Education, Wales, UK (Dec 7-9). [download]

McAlpine, L., Turner, G., & Amundsen, C. (2011). Identity-trajectory: A different way of understanding the movement from doctoral student to graduate. Paper presented at the Society for Research in Higher Education, Wales, UK (Dec 7-9). [download]

McAlpine, L. (2010, June). The myth of ‘writing up’. Paper presented in the joint CSSHE/ CSSE symposium: Becoming an academic: (Troubling?) news from ‘the front’, Montreal, Canada.

McAlpine, L., Amundsen, C., Turner, G. & Lucas, L. (2011, September). Academic identity-trajectory: Constructing an identity through time. Paper presented at the European Conference on Educational Research. Berlin, GER. [download]

McAlpine, L., & Amundsen, C. (2010, November). Reconceptualizing reading and writing: the myth of ‘writing (it) up’. Paper presented at the annual conference of the American Society for Higher Education, Indianapolis, USA.

McAlpine, L., & Amundsen, C. (2010, April). Challenging the taken-for-granted: How research might inform doctoral education policy. Paper presented at the American Educational Research Association Annual Conference, Denver, USA.    

McAlpine, L., & Lucas, L. (2010, December). Doctoral Student Identities: a comparative UK and Canadian Study. Paper presented at the conference of the World Council of Comparative Education Societies, Istanbul, Turkey.

McAlpine, L., & Paulson, J. (2010, December). Untold doctoral stories: Cultural narratives of neglect. Paper presented at the Society for Research in Higher Education, Wales, UK.

McAlpine, L., & Spencer, D. (2011, April). Reducing cultures of neglect: The potential of structural pedagogies of care. Proposal to the American Educational Research Association for the Annual Conference, Denver, USA.

McAlpine, L., & Turner, G. (2011). Imagined and emerging career patterns: Perceptions of doctoral students and research staff. Journal of Further and Higher Education. Published iFirst, December 20, 2011.    

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Other Contributions

Conference Proceedings

Rath, J., McAlpine, L., Turner, G., & Horn, J. (2013). The next generation of university teachers: longitudinal research into early career academics’ shifting views of the place of teaching within their academic practice. Proceedings of the Higher Education Research and Development  Society of Australasia, Research and Development in Higher Education: The Place of Learning and Teaching, Auckland, New Zealand. 36 (370-380).

Recommendations

Findings based on our research were used to create evidence-based recommendations which can be found on the Canadian Association for Graduate Studies website. Follow the link and scroll down to, and expand "Third Party Publications and Resources"

Invited Keynotes

McAlpine, L. (April, 2013). Social sciences research education: The challenges and opportunities facing graduate institutions today. Social Sciences Lecture Series, Graduate School of Social Science, Middle East Technical University, Ankara, Turkey.

McAlpine, L. (December, 2012). Constructing an identity through time: Implications for doctoral students. Annual Doctoral Conference at University of Porto, Portugal.

McAlpine, L. (December, 2011). UK higher education policy: Influence on doctoral education. Institute for Research Information and Quality Assurance Annual Conference, Berlin, Germany.

McAlpine, L. (2011, April).  Making sense of supervision: Students’ perspectives. Invited keynote at 3rd biennial Conference on Postgraduate Supervision. Stellenbosch, South Africa.

Invited Seminars and Workshops

Amundsen, C., (2012, October).  1) Workshop with new faculty in their role as thesis supervisor: Becoming an Effective Graduate Supervisor: Making sense of the supervisory role in the context of establishing one’s career. 2) Consultations with staff from the Dean of Graduate Studies. University of Calgary.

Amundsen, C., & McAlpine, L. (2011, February). New supervisors: Making sense of the supervisory role in the context of establishing one’s career. Invited workshop for new supervisors at the University of Alberta, Edmonton, Canada.

McAlpine, L. and Amundsen, C. (2012, March). Constructing an Identity Through Time: Implications for Doctoral Students and Post-docs. Invited presentation at Simon Fraser University, Burnaby, Canada. [download handout]

McAlpine, L. (2011, April). New supervisors – Making sense of new responsibilities. Invited workshop at 3rd biennial Conference on Postgraduate Supervision. Stellenbosch, South Africa.

McAlpine, L. (2011, March). Expanding your academic repertoire: Designing instruction to enhance learning. Invited workshop for advanced doctoral students at the University of Bremen, Bremen, Germany.

McAlpine, L. (2010, November). Integrating teaching into your academic practice: Instruction as an intellectual pursuit.  Invited workshop for postdoctoral researchers at the European University Institute, Florence, Italy.

McAlpine, L. (2010, July). Development needs of fixed-term researchers in the social sciences: Does current provision match them?  Invited panel speaker at ESRC Research Methods Festival, St. Catherine’s College, Oxford, UK.

McAlpine, L., & Amundsen, C. (2011, February). Enhancing doctoral education: A collaborative endeavour? Invited talk at the University of Alberta, Canada. 

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