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The quality of the academics who undertake the work of teaching and research is critical to the significance, status and relevance of our universities. There is widespread evidence that doctoral students are not being properly prepared for the changing face of higher education and that once they take up academic positions, they often experience many frustrations and tensions. This book, based on a four-year-long research program conducted by four academics and four graduate students, investigates the experiences of doctoral students, new academics and senior academics as they engage in their work related to doctoral education.   Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators offers research-based strategies for improving doctoral education in a non-technical and conversational way. Those strategies include learning to be a new supervisor alongside other academic work, developing an intellectual network during the doctoral journey, giving and receiving feedback on scholarly writing, and preparing for the oral defence. Also, based on research evidence, the book challenges taken-for-granted practices and policies surrounding doctoral education, including the gendered nature of disciplinary practices, the paradox of writing in doctoral education and the public oversight of more and more aspects of academic work.   Intended for doctoral students, academics, staff and administrators, this book provides several perspectives on the topic of doctoral education and contains the actual voices of doctoral students and new academics to illustrate its discussion.

Graduate students. --- Universities and colleges -- Graduate work. --- Universities and colleges. --- Universities and colleges --- Graduate students --- Education --- Social Sciences --- Theory & Practice of Education --- Graduate work --- Doctor of philosophy degree. --- Education, Higher. --- College students --- Higher education --- Ph. D. degree --- PhD degree --- Philosophy, Doctor of --- Education. --- School management and organization. --- School administration. --- Higher education. --- Higher Education. --- Administration, Organization and Leadership. --- Postsecondary education --- Degrees, Academic --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Inspection --- Management and organization

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The book asks how we can make sense of career paths for PhD graduates, something that has rarely been systematically studied. It offers a coherent synthesis of the empirically-based insights that arose from the experiences of 48 early career researchers, who were participants in a 10-year qualitative longitudinal research program. The book has the power to inform other researchers’ conceptual and methodological approaches to the study of post-PhD career trajectories.  The authors draw on the conceptual lens of ‘identity-trajectory’, which emerged from their research program, to examine the decision-making processes underpinning the careers of PhD graduates, whether contingent researchers and teachers, assistant professors within the academy or professionals elsewhere. The book highlights the role of personal agency in negotiating academic and non-academic work and careers within broader personal lives. It will be compelling reading for researchers and students working in the areas of Education and Sociology, particularly those with an interest in examining career development and decision-making.

Education. --- Educational sociology. --- Higher education. --- Education and sociology. --- Sociology, Educational. --- Sociology of Education. --- Higher Education. --- Personal Development. --- Career Skills. --- Research Methods in Education. --- Education, Higher --- Doctor of philosophy degree. --- Career development. --- Research. --- Career advancement --- Career ladder --- Career management --- Career planning --- Development, Career --- Development, Professional --- Employee development --- Organizational career development --- Professional development --- Personnel management --- Vocational guidance --- Ph. D. degree --- PhD degree --- Philosophy, Doctor of --- Degrees, Academic --- Institutional research (Education) --- Research in higher education --- Education, Higher. --- Maturation (Psychology). --- Career education. --- Education—Research. --- Education --- Growth (Psychology) --- Personal development --- Personal growth --- Developmental psychology --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Educational sociology . --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Aims and objectives

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This book argues that post-PhD career planning should ideally begin at the same time as the PhD itself. Drawing from ten years of research and stories of close to 50 individuals, each chapter focuses on the stories of individuals who share common career intentions and how they negotiate these both before, during and after their studies. Each career trajectory is different as individuals planned and made decisions in the face of both expected and unexpected work, personal experiences and responsibilities. The book concludes with resources to help those who are currently planning or reflecting on their own career trajectories. Lynn McAlpine is Professor of Higher Education Development at the University of Oxford, UK and Professor Emerita at McGill University, Canada. She has received distinguished research awards for her research in which a constant thread has been both how individuals in professional and academic roles engage in and learn from the work they are doing and also how to better support that learning. Cheryl Amundsen is Professor and Director of the Institute for the Study of Teaching and Learning in the Disciplines at Simon Fraser University, Canada. She has focused her research on the investigation of how academics think about teaching, including supervision, in relationship to their disciplinary knowledge. Amundsen currently directs a program that supports academics from across disciplines to design and carry out research about teaching and student learning.

Psychology --- Sociology of work --- Sociology of education --- Sociology --- Industrial economics --- Teaching --- Adult education. Lifelong learning --- Higher education --- Educational sciences --- Civil engineering. Building industry --- HO (hoger onderwijs) --- psychologie --- sociologie --- industrie --- onderwijs --- beroepsvervolmaking --- arbeid --- volwasseneneducatie --- onderwijssociologie --- opvoeding --- persoonlijkheidsleer --- levenslang leren

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The quality of the academics who undertake the work of teaching and research is critical to the significance, status and relevance of our universities. There is widespread evidence that doctoral students are not being properly prepared for the changing face of higher education and that once they take up academic positions, they often experience many frustrations and tensions. This book, based on a four-year-long research program conducted by four academics and four graduate students, investigates the experiences of doctoral students, new academics and senior academics as they engage in their work related to doctoral education.   Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators offers research-based strategies for improving doctoral education in a non-technical and conversational way. Those strategies include learning to be a new supervisor alongside other academic work, developing an intellectual network during the doctoral journey, giving and receiving feedback on scholarly writing, and preparing for the oral defence. Also, based on research evidence, the book challenges taken-for-granted practices and policies surrounding doctoral education, including the gendered nature of disciplinary practices, the paradox of writing in doctoral education and the public oversight of more and more aspects of academic work.   Intended for doctoral students, academics, staff and administrators, this book provides several perspectives on the topic of doctoral education and contains the actual voices of doctoral students and new academics to illustrate its discussion.

Higher education --- Organization theory --- HO (hoger onderwijs) --- organisatiemanagement --- leidinggeven --- administratie