Professor Lynn McAlpine

Lynn’s research with colleagues in the UK, the EU and Canada documents the experiences of doctoral students, researchers and new lecturers.

Of particular interest are their perceptions of identity and work as individuals develop their career trajectories and decide whether to remain in academia or not. She has received distinguished research awards from both the American Educational Research Association and the Canadian Society for Studies in Higher Education, and is a Fellow of the Society for Research into Higher Education.

Research

Lynn’s research is principally longitudinal, qualitative and narrative-based.

Publications

  • McAlpine, L., & Amundsen, C. (2016). The challenges of entering ‘mid-career’: Charting a balanced future. Higher Education Review. 48 (2), 5-30.
  • McAlpine, L. (2016). Post-PhD non-academic careers: Intentions during and after degree. International Journal for Researcher Development. 7 (1) DOI:10.1108/ijrd-04-2015-0010.
  • McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 4 (1), 32-57.
  • McAlpine, L. (2016). Becoming a PI: Shifting from ‘doing’ to ‘managing’ research. Teaching in Higher Education, 21 (1), 49-63.
  • Boeren, E., Lokhtina-Antoniou, I.; Sakurai, I.; Herman, C., & McAlpine, L. (2015). Mentoring: A review of early career researcher studies. Frontline Learning Research. 3 (3), 68-80.
  • Akerlind, G., & McAlpine, L. (2015). Supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education. 10.1080/03075079.2015.1118031.
  • Pleschova, G., & McAlpine, L. (2015). Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play? Studies in Educational Evaluation. DOI: 10.1016/j.stueduc.2015.10.002.
  • Pleschova, G., & McAlpine, L. (2015). Enhancing university teaching and learning through mentoring: A systematic review of the literature. International Journal of Mentoring and Coaching in Education, 4 (2), 107-125.
  • McAlpine, L., & Mitra, M. (2015). Becoming a scientist: PhD workplaces and other sites of learning. International Journal of Doctoral Studies, 10, 111-128.
  • Ashwin, P., Deem, R., & McAlpine, L. (2015). Newer researchers in higher education: Policy actors or policy subjects? Studies in Higher Education. http://dx.doi.org/10.1080/03075079.2015.1029902.
  • 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.
  • McAlpine, L., & Amundsen, C. (2015). Different data collection tools: Different insights into academic experience. Studies in Continuing Education, 37 (1), 1-17. http://www.tandfonline.com/doi/full/10.1080/0158037X.2014.967344.
  • 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. DOI: 10.1080/03075079.2014.914908.

Books

  • McAlpine, L., & Amundsen, C. (2016). Researcher development and career trajectories: Career planning, intention and decision-making. Basingstoke: Palgrave Pivot.
  • McAlpine, L., & Amundsen, C. (2011). Supporting the doctoral process: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer.

 

lynn.mcalpine

Category

  • Honorary Research Fellow

Research groups

  • Higher Education and Professional Learning
  • OSAT

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