Professional learning and development initiatives for postdoctoral scholars

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dc.contributor.authorNowell, Lorelli
dc.contributor.authorOvie, Glory
dc.contributor.authorKenny, Natasha
dc.contributor.authorHayden, K. Alix
dc.contributor.authorJacobsen, Michele
dc.date.accessioned2021-04-17T02:14:35Z
dc.date.available2021-04-17T02:14:35Z
dc.date.issued2019-01
dc.descriptionThe version of record is available at https://doi.org/10.1108/sgpe-03-2019-0032. The full citation is as follows: Nowell, L., Ovie, G., Kenny, N., Hayden, K.A. and Jacobsen, M. (2019), "Professional learning and development initiatives for postdoctoral scholars", Studies in Graduate and Postdoctoral Education, Vol. 11 No. 1, pp. 35-55. https://doi.org/10.1108/SGPE-03-2019-0032en_US
dc.description.abstractPurpose: Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development. Design/methodology/approach: This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings: Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value: In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.en_US
dc.identifier.citationNowell, L., Ovie, G., Kenny, N., Hayden, K.A. and Jacobsen, M. (2019), "Professional learning and development initiatives for postdoctoral scholars", Studies in Graduate and Postdoctoral Education, Vol. 11 No. 1, pp. 35-55. https://doi.org/10.1108/SGPE-03-2019-0032en_US
dc.identifier.doihttp://dx.doi.org/10.1108/SGPE-03-2019-0032en_US
dc.identifier.issn2398-4686
dc.identifier.urihttp://hdl.handle.net/1880/113262
dc.identifier.urihttps://doi.org/10.11575/PRISM/46346
dc.language.isoengen_US
dc.publisherEmeralden_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionacceptedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://www.emeraldgrouppublishing.com/products/open-research-emerald/our-open-research-policies#greenen_US
dc.rights‘© 2019, Emerald Publishing Limited. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher’en_US
dc.subjectLiterature reviewen_US
dc.subjectProfessional developmenten_US
dc.subjectProfessional learningen_US
dc.subjectPostdoctoral scholaren_US
dc.titleProfessional learning and development initiatives for postdoctoral scholarsen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
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