Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators
The quality of the academics who undertake the work of teaching and research is critical to the significance, status and relevance of our universities. There is widespread evidence that doctoral students are not being properly prepared for the changing fa
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Lynn McAlpine • Cheryl Amundsen Editors
Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators
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Editors: Dr. Lynn McAlpine McGill University McTavish St. 3700 H3A 1Y2 Montreal Québec Canada [email protected]
Dr. Cheryl Amundsen Simon Fraser University Fac. Education University Drive 8888 V5A 1S6 Burnaby British Columbia Canada [email protected]
ISBN 978-94-007-0506-7 e-ISBN 978-94-007-0507-4 DOI 10.1007/978-94-007-0507-4 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011921319 © Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover design: eStudio Calamar S.L. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Acknowledgements
We wish to recognize and thank members of our research team, all of whom have contributed chapters to this book. Over the four years that we have been conducting the research upon which this book is based, we have all worked to coordinate every aspect of the research. We believe we now have a coherent and significant body of evidence from which to consider policies and practices surrounding doctoral education in the social sciences. And this would have been impossible without the ongoing commitment of the research participants who have provided us not only with information but also feedback on our work, and their own recommendations for institutional change. Of particular note are the accomplishments of graduate student members of our team during this time period—Marian Jazvac-Martek and Allison Gonsalves both successfully defended their PhD dissertation; Barb Edwards successfully defended her EdD dissertation. And Shuhua Chen completed her MA degree and is well on her way to finishing her PhD research, as is Larissa Yousoubova. We also want to acknowledge the Social Sciences and Humanities Research Council of Canada (SSHRC) for funding this research. We are now beginning the next iteration of the inquiry, also funded by SSHRC, taking what we have learned to investigate more fully the experiences of doctoral students and new academics in disciplines other than the social sciences. Finally, we wish to give a big thank you to Tara Neufeld for her excellent and detailed attention in creating the final manuscript of this book.
Lynn McAlpine and Cheryl Amundsen
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Contents
1 T o Be or Not to Be? The Challenges of Learning Academic Work ������ 1 Lynn McAlpine and Cheryl Amundsen Part I Being…Becoming Academics ����������������������������������������������������������� 15 2 T racking the Doctoral Student Experience over Time: Cultivati
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