To Be or Not to Be? The Challenges of Learning Academic Work

This chapter introduces the idea behind the book: to draw on and integrate the findings from a range of studies that made up our four-year research program in which we examined the experiences of doctoral students and pre-tenure academics in two Canadian universities. While a large number of the studies were in Education, studies from Engineering, Physics and English were also included. 

We first describe why we need collectively to be aware of and responsive to the challenges facing those who imagine academic careers. Then, in order to make clear what is distinct as well as similar between Canadian and other doctoral contexts, we shift to doctoral education ​“at the chalkface” noting the differences in terminology and programs between English-speaking countries, and the ways in which national structures influence day-to-day academic work. Finally, we describe the diversity of perspectives the authors brought to our research program and overview the linkages amongst the chapters.

McAlpine, L. and Amundsen, C. (2011) To Be or Not to Be? The Challenges of Learning Academic Work. In L. McAlpine and C. Amundsen (eds.) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. London, Springer: 1–14.