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.


  • McAlpine, L., & Mitra, M. (in press). Becoming a scientist: PhD workplaces and other sites of learning. International Journal of Doctoral Studies.
  • 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.
  • Hopwood, N., & McAlpine, L. (in press). Conceptualising the PhD as preparing for academic practice in geography. Geojournal.
  • McAlpine, L., (2014). Post-PhD trajectories: Desperately seeking careers? Higher Education Review, 47, 1, 4-35.
  • McAlpine, L., & Amundsen, C. (2014). Different data collection tools: Different insights into academic experience. Studies in Continuing Education.
  • 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.
  • McAlpine, L., & Emmioglu, E. (2014). Navigating careers: The perceptions of sciences doctoral students, post-PhD researchers, and pre-tenure academics. Studies in Higher Education. DOI: 10.1080/03075079.2014.914908.
  • 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 for 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., & Amundsen, C. (eds.) (2011). Supporting the doctoral process: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer.
  • McAlpine, L., & Akerlind, G. (eds.) (2010). Becoming an academic: Empirical and theoretical perspectives on developing an academic career. London: Palgrave Macmillan.


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



  • Honorary Research Fellow

Research groups

  • Higher Education and Professional Learning
  • OSAT