Making meaning of diverse experiences: Constructing an identity through time

Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators

Volumn , Issue , 2011, Pages 173-183

  McAlpine, Lynn ^a,b   Amundsen, Cheryl ^c  

^a UNIVERSITY OF OXFORD   (United Kingdom)

^b MCGILL UNIVERSITY   (Canada)

^c SIMON FRASER UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84891474782     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-007-0507-4_10     Document Type: Chapter

References (18)

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10. McAlpine, L., & Asghar, A. (2010). Doctoral students: Peer learning to collectively develop "academic identity". International Journal for Academic Development, 15(2), 167-178.
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12. McAlpine, L., Paré, A., & Starke-Meyerring, D. (2008). Disciplinary voices: A shifting landscape for English doctoral education in the 21st century. In D. Boud & A. Lee (Eds.), Changing practices in doctoral education (pp. 42-53). London: Routledge.
13. McAlpine, L., Amundsen, C., & Jazvac-Martek, M. (in press). Living and imagining academic careers. In L. McAlpine & G. Akerlind (Eds.), Becoming an academic: International perspectives. London: Palgrave Macmillan.
14. Menzies, H., & Newsome, J. (2007). No time to think. Time and Society, 16(1), 83-98.
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17. Starke-Meyerring, D. (2005). Meeting the challenges of globalization: A framework for global literacies in professional communication programs. Journal of Business and Technical Communication, 19, 468-499.
18. Zukas, M., & Malcolm, J. (2007). Teaching, discipline, net-work. In A. Skelton (Ed.), International perspectives on teaching excellence in higher education: Improving knowledge and practice (pp. 60-73). Abingdon: Routledge.