Kelsey is a Research Associate at the Centre on Skills, Knowledge and Organisational Performance, and a Supernumerary Fellow at Jesus College. Her research areas include doctoral education, scholarly writing and publishing, and PhD career trajectories.

Kelsey works on the OFS and Research England ‘Close the Gap’ project, which aims to transform the PhD selection and admissions processes at Oxford and Cambridge towards the goal of a more inclusive research culture.

Kelsey received a DPhil in Education in 2020 and worked as a Senior Researcher at the University of Applied Sciences and Arts Western Switzerland from 2021-2022. She currently serves as the Junior Coordinator for the EARLI SIG 24 on Researcher Education and Careers.


Book chapters
  • Mills, D., & Inouye, K. (2024). Research integrity in publishing: decolonial perspectives. In Handbook of Meta-Research (pp. 251-262). Edward Elgar Publishing.

  • Inouye, K., & Bengtsen, S. (2023). New Spaces for Agency in Doctoral Education: An Ecological Approach. In Palgrave Studies in Global Higher Education (pp. 217-239).

  • Journal articles
  • Inouye, K. (2023). Developing the PhD thesis project in relation to individual contexts: a multiple case study of five doctoral researchers. Higher Education, 85(5), 1143-1160.

  • Inouye, K., & McAlpine, L. (2023). Writing across contexts: Relationships between doctoral writing and workplace writing beyond the academy. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 60(4), 534-543.

  • Inouye, K., Lee, S., & Oldac, Y. (2022). A systematic review of student agency in international higher education. Higher Education, 1-21.

  • McAlpine, L., & Inouye, K. (2022). What value do PhD graduates offer? An organizational case study. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 41(5), 1648-1663.

  • McAlpine, L., & Inouye, K. (2022). PhD graduates in non-academic roles: harnessing communication knowledge to meet organizational goals. STUDIES IN GRADUATE AND POSTDOCTORAL EDUCATION, 13(2), 151-170.

  • Sala-Bubare, A., Skakni, I., Inouye, K., Weise, C., & McAlpine, L. (2022). Early career researchers making sense of their research experiences: a cross-role and cross-national analysis. COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION, 52(5), 748-767.

  • Skakni, I., Inouye, K., & McAlpine, L. (2022). PhD holders entering non-academic workplaces: organisational culture shock. STUDIES IN HIGHER EDUCATION, 47(6), 1271-1283.

  • Mills, D., Branford, A., Inouye, K., Robinson, N., & Kingori, P. (2021). “Fake” journals and the fragility of authenticity: citation indexes, “predatory” publishing, and the African research ecosystem. Journal of African Cultural Studies, 33(3), 276-296.

  • Inouye, K., & Mills, D. (2021). Fear of the academic fake? Journal editorials and the amplification of the ’predatory publishing’ discourse. Learned Publishing, 34(3), 396-406.

  • Mcalpine, L., Skakni, I., & Inouye, K. (2021). Phd careers beyond the traditional: integrating individual and structural factors for a richer account. EUROPEAN JOURNAL OF HIGHER EDUCATION, 11(4), 365-385.

  • McAlpine, L., Skakni, I., Sala-Bubare, A., Weise, C., & Inouye, K. (2021). Examining cross-national research teamwork: revealing rewards and challenges. QUALITATIVE RESEARCH JOURNAL, 21(4), 361-374.

  • Wisker, G., McGinn, M., Bengtsen, S., Lokhtina, I., He, F., Corner, S., Leshem, S., Inouye, K., & Lofstrom, E. (2021). Remote doctoral supervision experiences: Challenges and affordances. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 58(6), 612-623.

  • Castello, M., McAlpine, L., Sala-Bubare, A., Inouye, K., & Skakni, I. (2021). What perspectives underlie ’researcher identity’? A review of two decades of empirical studies. HIGHER EDUCATION, 81(3), 567-590.

  • Mills, D., & Inouye, K. (2020). Problematizing ‘predatory publishing’: A systematic review of factors shaping publishing motives, decisions, and experiences. Learned Publishing, 34(2), 89-104.

  • Inouye, K., & McAlpine, L. (2019). Developing academic identity: A review of the literature on doctoral writing and feedback. International Journal of Doctoral Studies, 14, 1-31.

  • Inouye, K., & McAlpine, L. (2017). Developing Scholarly Identity: Variation in Agentive Responses to Supervisor Feedback. JOURNAL OF UNIVERSITY TEACHING AND LEARNING PRACTICE, 14(2).