Department of Education

Lynn McAlpine

Professor Emerita of Higher Education Development

Lynn McAlpine is internationally recognized for her research, conducted in the UK, Europe and Canada, into PhD and post-PhD career trajectories both in and outside the academy. She receives frequent international invitations to do workshops and keynotes that explore the implications of the research both from pedagogical and policy perspectives.

Some recent publications

  • McAlpine, L., & Austin, N. (2018). Humanities PhD graduates: Desperately seeking careers? Canadian Journal of Higher Education. 48 (2).
  • McAlpine, L., Pyhalto, K., & Castello, M. (2018). Building a more robust conception of early career researcher experience: What might we be overlooking? Studies in Continuing Education. 40 (2), 149-165.
  • McAlpine, L., & Amundsen, C. (2018). Identity-trajectories: Ways of understanding post-PhD career choices. Basingstoke: Palgrave MacMillan.
  • Mitra, M., & McAlpine, L. (2017). A balancing act: the interaction between the work and broader lives of male and female early career researchers. Higher Education Review. 50 (1), 5-34.
  • McAlpine, L. (2017). Building on success? Future challenges for doctoral education globally. Studies in Graduate and Postdoctoral Education. 8 (2), 66-77.

Funded Research Projects:

  • Researcher Identity Development: Strengthening Science in Society Strategies (RID-SSISS) (Castelló, M., et al.)

    2017-2019

    Erasmus+

  • Extending and reinforcing good practice in teacher development (Pleschova, G. et al.)

    2016-2019

    Erasmus+

  • Doctoral Supervisor Training - A Hub for Collaboration and Internationalization (Nieminen, J. et al.)

    2016-2018

    STINT (Swedish funding)

  • Global State of Young Scientists in Africa’ (GloSYS Africa) (Coussens, A. et al.)

    2015-2018

    German Federal Ministry of Education and Research

Doctoral Applications

Lynn welcomes doctoral applications from students interested in the following research areas:

PhD and post-PhD careers

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