Journal articles

Akerlind, G., & McAlpine, L. (2015). Supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education. DOI: 10.1080/03075079.2015.1118031.  

Alexander, P., S. Harris-Huemmert, and L. McAlpine. 2014. "Tools for reflection on the academic identities of doctoral students." International Journal for Academic Development 19 (3): 162-173. doi: 10.1080/1360144X.2013.817333.

Ashwin, P., Deem, R., & McAlpine, L. (2015). Newer researchers in higher education: Policy actors or policy subjects? Studies in Higher Education. DOI: 10.1080/03075079.2015.1029902.


Journal articles

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.


Journal articles

Farenga, S. A., and K. M. Quinlan. 2015. “Classifying university employability strategies: three case studies and implications for practice and research.” Journal of Education and Work. doi: 10.1080/13639080.2015.1064517.


Journal articles

Lunt, I., McAlpine, L., & Mills, D. (2013). Lively bureaucracy? The ESRC's Doctoral Training Centres and UK universities. Oxford Review of Education, DOI: 10.1080/03054985.2013.862167.


Journal articles

Pleschová, G. and McAlpine, L., 2016. Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play?. Studies in Educational Evaluation, 48, pp.1-9 doi:10.1016/j.stueduc.2015.10.002

Lynn McAlpine. 2015. Becoming a PI: From ‘doing’ to ‘managing’ research, Teaching in Higher Education, http://dx.doi.org/10.1080/13562517.2015.1110789

McAlpine, L. 2014. “Post-PhD trajectories: desperately seeking careers?” Higher Education Review 47 (1): 4-35.

McAlpine, L. 2014. “Over time, how do post-Ph.D. scientists locate teaching and supervision within their academic practice?” Teaching in Higher Education 19 (8): 835-846. doi: 10.1080/13562517.2014.934356.

McAlpine, L. 2013. "Doctoral supervision: not an individual but a collective institutional responsibility." Journal for the Study of Education and Development 36 (3): 259-280. doi: 10.1174/021037013807533061.

McAlpine, L. and M. Mitra. 2015. "Becoming a scientist: PhD workplaces and other sites of learning." International Journal of Doctoral Studies 10: 111-128. 

McAlpine, L., and C. Amundsen. 2014. “Early career researcher challenges: substantive and methods-based insights.” Studies in Continuing Education 37 (1): 1-17. doi: 10.1080/0158037X.2014.967344.

McAlpine, L. and E. Emmioglu. 2014. "Navigating careers: The perceptions of sciences doctoral students, post-PhD researchers, and pre-tenure academics." Studies in Higher Education. doi: 10.1080/03075079.2014.914908.

McAlpine, L., C. Amundsen, and G. Turner. 2014. "Indentity-trajectory: Reframing early career academic experience." British Educational Research Journal 40 (6): 952-969. doi: 10.1002/berj.3123.

McAlpine, L., C. Amundsen, and G. Turner. 2013. "Constructing post-PhD careers: Negotiating opportunities and personal goals." International Journal for Researcher Development 4 (1): 1-16. doi: 10.1108/IJRD-01-2013-0002

McAlpine, L., Turner, G., Saunders, S., & Wilson, N. (in press). Becoming a PI: Agency, persistence, and some luck! International Journal for Researcher Development.

McAlpine, L., & Amundsen, C. (2016). Post-PhD Career Trajectories: Intentions, Decision-Making and Life Aspirations. Basingstoke: Palgrave Pivot.

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), 2-14.

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.

 McAlpine, L., & Mitra, M. (2015). Becoming a scientist: PhD workplaces and other sites of learning. International Journal of Doctoral Studies, 10, 111-128.

McAlpine, L., & Amundsen, C. (2015). Different data collection tools: Different insights into academic experience. Studies in Continuing Education, 37 (1), 1-17.

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.  

Books and book chapters

McAlpine, L., C. Amundsen, and G. Turner. 2013. "Tracking experience over time: Epistemological issues and methodological challenges." In Theory and Method in Higher Education Research, edited by J. Huisman and M. Tight, 97-113. London: Routledge.


Journal articles

Pleschová, G. and L. McAlpine. 2015. “Enhancing university teaching and learning through mentoring: A systematic review of the literature.” International Journal of Mentoring and Coaching in Education 4 (2): 107-125. doi: 10.1108/IJMCE-06-2014-0020.

Pleshakova, A., and K.M. Quinlan. 2013. "Toward a Theory of Interdisciplinarity: An Example of Conceptual Integration/Blending in Teaching and Learning in Russian and East European Language-Based Area Studies." Russian Language Journal 63: 169-193. 



Quinlan, K. M. 2015. “Adding Feeling to Discourse of Teaching and Learning in Higher Education.” Asian Journal of the Scholarship of Teaching and Learning 5 (1): 5-8. 

Quinlan, K. M. 2014. "Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements." Studies in Higher Education. doi: 10.1080/03075079.2014.966069.

Quinlan, K.M. 2014. "Leadership of teaching for student learning in higher education: what is needed?" Higher Education Research and Development 33 (1): 32-45. doi: 10.1080/07294360.2013.864609.

Quinlan, K.M. 2013. "Writing the first person singular." Qualitative Inquiry, 19 (5): 405. 

Quinlan, K.M., S. Male, C. Baillie, A. Stamboulis, J. Fill, and Z. Jaffer.  2013. "Methodological challenges in researching threshold concepts: a comparative analysis of three points." International Journal of Higher Education Research 66 (5): 585-601. doi: 10.1007/s10734-013-9623-y


Quinlan, K.M. 2014. "Review: Everything for sale? The marketisation of UK higher education. By Roger Brown with Helen Carasso." British Journal of Educational Studies 62 (2): 223-225. doi: 10.1080/00071005.2014.905312.


Journal articles

Turner, G. 2015. "Learning to supervise: four journeys." Innovations in Education and Teaching International 52 (1): 86-98. doi: 10.1080/14703297.2014.981840.