Abstract
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.
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Notes
- 1.
In the United States, the supervisor is often referred to as the advisor.
- 2.
In North America, individuals may seek pre-tenure positions, i.e., potentially permanent. For this period of 5–6 years, individuals hold the title of Assistant Professor, conduct teaching and research, and may apply for tenure (permanence). If awarded they are generally promoted simultaneously to the rank of Associate Professor. If not awarded, they typically lose their employment.
- 3.
We reference some of our own publications as a way to access the literature we were drawing on, and some chapters include a list of “Additional References” for those who are interested in how our work draws on the field.
- 4.
While our research has been on doctoral students and pre-tenure academics only, what literature exists suggests research-only staff and teaching-only staff experience similar difficulties to pre-tenure academics.
- 5.
In 2005, there were 36,702 doctoral students and 4,302 graduates (Gluszynski and Peters 2005). Overall, 70% of graduates reported their primary funding source as fellowships, scholarships, research or teaching assistantships with only 22% reporting debt; 70% had firm plans in the first-year post-graduation (2/3 of whom expected annual earnings above $55,000 CDN). Like other English-speaking countries, a small number of universities, six out of 50 (Alberta, Laval, McGill, Montreal, Toronto, UBC), grant over 50% of PhD degrees (Maheu 2006). Males represent slightly over 50% and females slightly under 50%, with greater variation in some disciplines. As in other English-speaking countries, international student numbers have been increasing; in 2004, there were 7,422 at the doctoral level, with 3,702 studying at the six universities mentioned above; 552 (27.5%) graduated in that year (Canadian Association for Graduate Studies 2006).
- 6.
In North America, professor is a generic term that describes any academic staff member; elsewhere it designates what in North America is called “full professor”.
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McAlpine, L., Amundsen, C. (2011). To Be or Not to Be? The Challenges of Learning Academic Work. In: McAlpine, L., Amundsen, C. (eds) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0507-4_1
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