Best practices in professional development in graduate education

Harris, Clodagh

doi:10.4337/9781782548485.00013

Cited by 5 publications

(3 citation statements)

References 16 publications

(15 reference statements)

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“…These patterns are also found in the political science discipline specifically: there is a small but growing literature on professional development in political science doctoral programs, focused primarily on the development of skills for academic careers (for example, Pleschová & Simon [2009] and Trepanier [2016] examine issues related to teacher-training in political science doctoral programs). Political science research to date also includes data collection on individual career outcomes (American Political Science Association, 2015, 2016; Harris, 2015;Hesli et al, 2006;Mann, 1998).…”

Section: Literaturementioning

confidence: 99%

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Berdahl

Malloy

2019

CJHE

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There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from thedepartment level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs andstruggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhapstailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

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Section: Literaturementioning

confidence: 99%

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Berdahl

Malloy

2019

CJHE

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“…These patterns are also found in the political science discipline specifically: there is a small but growing literature on professional development in political science doctoral programs, focused primarily on the development of skills for academic careers (for example, Pleschová & Simon [2009] and Trepanier [2016] examine issues related to teacher-training in political science doctoral programs). Political science research to date also includes data collection on individual career outcomes (American Political Science Association, 2015Association, , 2016Harris, 2015;Hesli et al, 2006;Mann, 1998).…”

Section: Literaturementioning

confidence: 99%

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Berdahl

Malloy

2019

Canadian Journal of Higher Education

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There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from the department level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs and struggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhaps tailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

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“…Yet over the past two decades there has been a recognition that much more can be done to aid the discipline beyond supporting and disseminating research. Learned societies have begun to play a greater role in pedagogical innovation, in responding to wider trends in the higher education sector and in promoting professional and career development (Harris, 2015). Perhaps it is now time to begin a discussion about expanding the circle to include teacher training.…”

Section: The Role Of Associations and Learned Societiesmentioning

confidence: 99%

Training graduate teaching assistants: What can the discipline offer?

Barr

Wright

2018

Eur Polit Sci

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Graduate teaching assistants (GTAs) provide an invaluable contribution to higher education yet their role is often overlooked and understudied. We report on a UK based study to describe the experience and views of GTAs with particular focus on training and professional development. Our findings draw from a survey of 32 GTAs along with informal group discussions with a small number of undergraduates and academic staff. Given the importance of subject specific training, we conclude that the development and support of GTAs, as well as early career academics, may be better provided for by learned societies and academic associations within the discipline.

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Best practices in professional development in graduate education

Abstract: Type of publicationBook chapter

Cited by 5 publications

References 16 publications

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Training graduate teaching assistants: What can the discipline offer?

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