Journal articles
Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K., & Skakni, I. (2020). Underpinning theories and dimensions of researcher identity: A review of two decades of empirical studies. Higher Education, accepted/in press.
McAlpine, L. (2020). Success? Learning to navigate the grant funding genre system. Journal of Research Administration, accepted/in press.
Yousoubova, L. & McAlpine, L. (accepted/in press). Developing as a post-PhD researcher: Agency and feedback in construction of grant funding success. Infancia y Aprendizaje.
McAlpine, L., Castelló, M., & Pyhältö, K. (in press). What influences PhD graduate trajectories during the degree: A research-based policy agenda. Higher Education.
Sala-Bubaré, A., Skakni, I., Inouye, K., Weise, C., & McAlpine, L. (in press). Early career researchers making sense of their research experiences: A cross-role and cross-national analysis. Compare: A Journal of Comparative and International Education.
McAlpine, L., Skakni, I., & Pyhältö, K. (2020). PhD experience (and progress) is more than work: Life-work relations and reducing exhaustion. Studies in Higher Education. https://www.tandfonline.com/doi/full/10.1080/03075079.2020.1744128.
McAlpine, L. (2020). Success? Learning to navigate the grant funding genre system. Journal of Research Administration. LI, 1. https://www.srainternational.org/blogs/srai-jra1/2020/05/05/success-learning-to-navigate-the-grant-funding-gen.
Castelló, M., McAlpine, L., Sala- Bubaré, A., Inouye, K., & Skakni, I. (2020). What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education. https://link.springer.com/article/10.1007/s10734-020-00557-8?wt_mc=Internal.Event.1.SEM.ArticleAuthorOnlineFirst
McAlpine, L., Skakni, I., & Pyhältö, K. (2020). PhD experience (and progress) is more than work: Life-work relations and reducing exhaustion (and burnout). Studies in Higher Education. doi:10.1080/03075079.2020.1744128
Book chapters
McAlpine, L. (2020). Views on the usefulness of the PhD outside academia: What do we know and need to know? In Cardoso, A., Tavares, O., Sin, C., & Carvalho, T. (Eds.). Structural and institutional transformations in doctoral education: Social, political and student expectations. London: Palgrave, Ch. 8.
Chen, S. (2020). Mainland China: Rapid growth and new strategies in doctoral education. In P. Altbach, H. de Wit, & M. Yudkevich (Eds.). Trends and issues in doctoral education. Sage Publications.
Conference papers
Chen, S. (2020, March). Leaving academia: Why doctoral students take non-academic jobs and how they are prepared. Poster virtually presented at the 64th annual conference of the Comparative and International Education Society (CIES). Miami, Florida.
Hum, G., Rosner, T.M. & Rolheiser, C. N. (2020, April). Determining course evaluation response rate guidelines using local institutional data to inform interpretation and use by organizational stakeholders. Paper accepted for presentation at the annual meeting of the American Educational Research Association, San Francisco, CA. (Conference Cancelled).
Yousoubova, L. & McAlpine, L. (2020, June). Learning from disruptions in national funding policy to build towards grant success. Paper accepted for presentation as part of the symposium Expert writers continue to learn: Enhancing success in different research genres at the Biennial Conference of the Writing SIG, European Association for Research on Learning and Instruction (EARLI), Umeå, Sweden: University of Umeå. (Conference Cancelled).