LEADER 04589nam 22006855 450 001 9910254965903321 005 20200701024709.0 010 $a1-137-57660-X 024 7 $a10.1057/978-1-137-57660-6 035 $a(CKB)3710000000777387 035 $a(DE-He213)978-1-137-57660-6 035 $a(MiAaPQ)EBC4720102 035 $a(EXLCZ)993710000000777387 100 $a20160803d2016 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPost-PhD Career Trajectories$b[electronic resource] $eIntentions, Decision-Making and Life Aspirations /$fby Lynn McAlpine, Cheryl Amundsen 205 $a1st ed. 2016. 210 1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Pivot,$d2016. 215 $a1 online resource (X, 124 p.) 300 $aIncludes index. 311 $a1-137-57659-6 327 $aCHAPTER 1. OVERVIEW OF BOOK -- CHAPTER 2. UNDERSTANDING THE GLOBAL CONTEXT -- CHAPTER 3. IDENTITY-TRAJECTORY AND CAREER DEVELOPMENT -- CHAPTER 4. ACHIEVED THE VISION (NON-RESEARCH-TEACHING) -- CHAPTER 5. ACHIEVED RESEARCH-TEACHING (RESEARCHER ROUTE) -- CHAPTER 6. ACHIEVED RESEARCH-TEACHING (NON-RESEARCH ROUTES) -- CHAPTER 7. MAINTAINED THE VISION BUT NOT YET ACHIEVED -- CHAPTER 8. CHANGING CAREER INTENTIONS AWAY FROM ACADEMIA -- CHAPTER 9. STILL LOOKING FORWARD -- CHAPTER 10. AGENCY AND RESILIENCE -- CHAPTER 11. RESOURCES . 330 $aThis book argues that post-PhD career planning should ideally begin at the same time as the PhD itself. Drawing from ten years of research and stories of close to 50 individuals, each chapter focuses on the stories of individuals who share common career intentions and how they negotiate these both before, during and after their studies. Each career trajectory is different as individuals planned and made decisions in the face of both expected and unexpected work, personal experiences and responsibilities. The book concludes with resources to help those who are currently planning or reflecting on their own career trajectories. Lynn McAlpine is Professor of Higher Education Development at the University of Oxford, UK and Professor Emerita at McGill University, Canada. She has received distinguished research awards for her research in which a constant thread has been both how individuals in professional and academic roles engage in and learn from the work they are doing and also how to better support that learning. Cheryl Amundsen is Professor and Director of the Institute for the Study of Teaching and Learning in the Disciplines at Simon Fraser University, Canada. She has focused her research on the investigation of how academics think about teaching, including supervision, in relationship to their disciplinary knowledge. Amundsen currently directs a program that supports academics from across disciplines to design and carry out research about teaching and student learning. 606 $aHigher education 606 $aLifelong learning 606 $aAdult education 606 $aEducational sociology  606 $aEducation and sociology 606 $aIndustrial sociology 606 $aSelf 606 $aIdentity (Psychology) 606 $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000 606 $aLifelong Learning/Adult Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O42000 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070 606 $aSociology of Work$3https://scigraph.springernature.com/ontologies/product-market-codes/X22240 606 $aSelf and Identity$3https://scigraph.springernature.com/ontologies/product-market-codes/Y20150 615 0$aHigher education. 615 0$aLifelong learning. 615 0$aAdult education. 615 0$aEducational sociology . 615 0$aEducation and sociology. 615 0$aIndustrial sociology. 615 0$aSelf. 615 0$aIdentity (Psychology). 615 14$aHigher Education. 615 24$aLifelong Learning/Adult Education. 615 24$aSociology of Education. 615 24$aSociology of Work. 615 24$aSelf and Identity. 676 $a378 700 $aMcAlpine$b Lynn$4aut$4http://id.loc.gov/vocabulary/relators/aut$01058383 702 $aAmundsen$b Cheryl$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910254965903321 996 $aPost-PhD Career Trajectories$92499629 997 $aUNINA