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dc.contributor.authorMcAlpine, Lynn
dc.contributor.authorWilson, Natacha
dc.contributor.authorTurner, Gill
dc.contributor.authorSaunders, Sharon
dc.contributor.authorDunn, Bill
dc.date.accessioned2018-01-02T03:55:51Z
dc.date.available2018-01-02T03:55:51Z
dc.date.issued2017
dc.identifier.issn1470-1324
dc.identifier.doi10.1080/1360144X.2017.1375414
dc.identifier.urihttp://hdl.handle.net/10072/356091
dc.description.abstractInternationally, career prospects for postdocs, whether salaried on a Principal Investigator’s (PI) grant or a fellowship, are precarious. Yet, many aspire to permanent research-teaching positions, and to achieve this goal they often strive to gain PI funding to demonstrate their research potential. Like many developers in research-intensive universities, we are responsible for supporting postdocs. Yet, it was unclear what actual support they needed. Further, studies show postdocs seldom access formal institutional support. Thus, we undertook a needs assessment. We describe here our substantive learning about supporting aspiring and new PIs, and then reflect more generally on the value of needs assessments in academic development practice.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom375
dc.relation.ispartofpageto379
dc.relation.ispartofissue4
dc.relation.ispartofjournalInternational Journal for Academic Development
dc.relation.ispartofvolume22
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.titleHow might we better design support for postdocs?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorSaunders, Sharon R.


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