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Department of Education

Kelsey Inouye

Postdoctoral Research Associate

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.

Funded Research Projects:

Publications:

  • 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. https://doi.org/10.1007/s10734-022-00882-0
      DOI: https://doi.org/10.1007/s10734-022-00882-0

    • 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. https://doi.org/10.1080/14703297.2022.2075431
      DOI: https://doi.org/10.1080/14703297.2022.2075431

    • Inouye, K., Lee, S., & Oldac, Y. (2022). A systematic review of student agency in international higher education. Higher Education, 1-21. https://doi.org/10.1007/s10734-022-00952-3
      DOI: https://doi.org/10.1007/s10734-022-00952-3

    • 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. https://doi.org/10.1108/SGPE-05-2021-0044
      DOI: https://doi.org/10.1108/SGPE-05-2021-0044

    • McAlpine, L., & Inouye, K. (2022). What value do PhD graduates offer? An organizational case study. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 41(5), 1648-1663. https://doi.org/10.1080/07294360.2021.1945546
      DOI: https://doi.org/10.1080/07294360.2021.1945546

    • Skakni, I., Inouye, K., & McAlpine, L. (2022). PhD holders entering non-academic workplaces: organisational culture shock. STUDIES IN HIGHER EDUCATION, 47(6), 1271-1283. https://doi.org/10.1080/03075079.2021.1876650
      DOI: https://doi.org/10.1080/03075079.2021.1876650

    • 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. https://doi.org/10.1080/03057925.2020.1834349
      DOI: https://doi.org/10.1080/03057925.2020.1834349

    • 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. https://doi.org/10.1080/13696815.2020.1864304
      https://ora.ox.ac.uk/objects/uuid:a366eb0b-7c70-4c90-9564-79f686cfba6e

    • 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. https://doi.org/10.1002/leap.1377
      https://ora.ox.ac.uk/objects/uuid:7a57f207-9ed2-4927-951c-09e4c28fcf7e

    • 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. https://doi.org/10.1080/21568235.2020.1870242
      DOI: https://doi.org/10.1080/21568235.2020.1870242

    • 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. https://doi.org/10.1108/QRJ-06-2020-0067
      DOI: https://doi.org/10.1108/QRJ-06-2020-0067

    • 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. https://doi.org/10.1007/s10734-020-00557-8
      DOI: https://doi.org/10.1007/s10734-020-00557-8

    • 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. https://doi.org/10.1080/14703297.2021.1991427
      DOI: https://doi.org/10.1080/14703297.2021.1991427

    • 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. https://doi.org/10.1002/leap.1325
      https://ora.ox.ac.uk/objects/uuid:f25e629a-225f-4630-947d-52defce45bd9

    • 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. https://doi.org/10.28945/4168
      DOI: https://doi.org/10.28945/4168

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

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