Imagined and Emerging Career Patterns: Perceptions of Doctoral Students and Research Staff

Autor/inn/en	McAlpine, Lynn; Turner, Gill
Titel	Imagined and Emerging Career Patterns: Perceptions of Doctoral Students and Research Staff
Quelle	In: Journal of Further and Higher Education, 36 (2012) 4, S.535-548 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2011.643777
Schlagwörter	Foreign Countries; Doctoral Degrees; Social Sciences; Longitudinal Studies; Researchers; Staff Utilization; Career Development; Industrial Psychology; Graduate Students; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Doctoral degree; Doktorgrad; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Researcher; Forscher; Deployment of labor; Deployment of labour; Personaleinsatz; Berufsentwicklung; Betriebspsychologie; Industriepsychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Großbritannien
Abstract	Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how they viewed their futures is examined through the lens of identity-trajectory. The results emphasise how individuals balanced their academic intentions with social, personal and physical desires and constraints. The results also enrich understanding of early academic career experience and the conceptualisation of identity-trajectory. Research and policy implications are considered. (Contains 3 notes and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10