Ed.D., University of Toronto
M.A., Concordia University
Dip.Ed., McGill University
B.A., McGill University
My research interests have gradually evolved from a focus on teaching development to more broadly understanding the nature of academic practice, and how we come to participate in different aspects of it - teaching, research, service and develop varied career trajectories. My present research which began in 2006 has followed scientists and social scientists for up to seven years as they navigated their careers and personal lives during and after finishing the PhD. Of particular interest has been the career thinking and decision-making they have engaged in which has led to a range of academic and non-academic careers. A synthesis including pedagogical implications of the first four years of the research (which focused on the doctoral period) can be found in a 2011 book co-authored with my co-investigator, Cheryl Amundsen. It is called Supporting the doctoral process: Research-based strategies for doctoral students, supervisors and administrators.
Research Project: Doc Work: Beyond the PhD -Careers in and out of academia
Dr. McAlpine does not supervise new students.
- McAlpine, L., & Austin, N. (in press). Humanities PhD graduates: Desperately seeking careers? Canadian Journal of Higher Education.
- 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., 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. (2017). Building on success? Future challenges for doctoral education globally. Studies in Graduate and Postdoctoral Education. 8 (2), 66-77.
- Skakni, I., & McAlpine, L. (2017). Post-PhD researchers’ experiences: An emotionally rocky road. Studies in Graduate and Postdoctoral Education. 8 (2), 205-219. https://doi.org/10.1108/SGPE-D-17-00026.
- Pyhältö, K., McAlpine, L., Peltonen, J., & Castello, M., (2017). How does social support contribute to engaging Post-PhD experience? European Journal of Higher Education. 17 (4). http://dx.doi.org/10.1080/21568235.2017.1348239.
- McAlpine, L., Wilson, N., Turner, G., Saunders, S., & Dunn, B. (2017). How might we better design our support for postdocs? International Journal for Academic Development, 22 (4), 374-379.
- Inouye, K., & McAlpine, L. (2017). Developing scholarly identity: Variation in agentive responses to supervisor feedback. Journal of University Teaching & Learning Practice, 14 (2/3). http://ro.uow.edu.au/jutlp/vol14/iss2/3.
- Emmioglu, E., McAlpine, L., & Amundsen, C. (2017). Doctoral students’ experiences of feelıng (or not) like an academic. International Journal of Doctoral Studies, 12, 73-90.
- Castello, M., McAlpine, L., & Pyhältö, K. (2017). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Higher Education Research and Development. http://dx.doi.org/10.1080/07294360.2017.1296412; http://www.tandfonline.com/eprint/Xf2CZSDB5WvID2nYPi6n/full.
- McAlpine, L., Turner, G., Saunders, S., & Wilson, N. (2016). Becoming a PI: Agency, persistence, and some luck! International Journal for Researcher Development. 7 (2), 106 – 122.
- McAlpine, L., & Amundsen, C. (2016). The challenges of entering ‘mid-career’: Charting a balanced future. Higher Education Review. 48 (2), 5-30.
- McAlpine, L. (2016). Post-PhD non-academic careers: Intentions during and after degree. International Journal for Researcher Development. 7 (1) DOI:10.1108/ijrd-04-2015-0010.
- McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 4 (1), 32-57.
- McAlpine, L. (2016). Becoming a PI: Shifting from ‘doing’ to ‘managing’ research. Teaching in Higher Education, 21 (1), 49-63.
- Akerlind, G., & McAlpine, L. (2015). Supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education. 10.1080/03075079.2015.1118031.
- Pleschova, G., & McAlpine, L. (2015). Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play? Studies in Educational Evaluation. DOI: 10.1016/j.stueduc.2015.10.002.
- McAlpine, L., & Mitra, M. (2015). Becoming a scientist: PhD workplaces and other sites of learning. International Journal of Doctoral Studies, 10, 111-128.
- Ashwin, P., Deem, R., & McAlpine, L. (2015). Newer researchers in higher education: Policy actors or policy subjects? Studies in Higher Education.http://dx.doi.org/10.1080/03075079.2015.1029902.
- Chen, S., McAlpine, L., & Amundsen, C. (2015). Postdoctoral positions as preparation for desired careers: a narrative approach to understanding postdoctoral experience. Higher Education and Development. 34 (6), 1083-1096.
- McAlpine, L., & Amundsen, C. (2015). Different data collection tools: Different insights into academic experience. Studies in Continuing Education, 37 (1), 1-17. http://www.tandfonline.com/doi/full/10.1080/0158037X.2014.967344.
- McAlpine, L., & Emmioglu, E. (2015). Navigating careers: The perceptions of sciences doctoral students, post-PhD researchers, and pre-tenure academics. Studies in Higher Education, 40 (10) 1770-1785. DOI: 10.1080/03075079.2014.914908.
- McAlpine, L., & Amundsen, C. (2018). Identity-trajectories: Ways of understanding post-PhD career choices. Basingstoke: Palgrave MacMillan.
- McAlpine, L., & Amundsen, C. (2016). Researcher development and career trajectories: Career planning, intention and decision-making. Basingstoke: Palgrave Pivot.
- McAlpine, L., & Amundsen, C. (2011). Supporting the doctoral process: Research-based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer.