Best practices in professional development in graduate education

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dc.contributor.author Harris, Clodagh
dc.contributor.editor Ishiyama, John
dc.contributor.editor Miller, William J.
dc.contributor.editor Simon, Eszter
dc.date.accessioned 2018-01-15T10:05:53Z
dc.date.available 2018-01-15T10:05:53Z
dc.date.issued 2015-10
dc.identifier.citation Harris, C. (2015) 'Best Practices in Professional Development in Graduate Education' in Ishiyama, J., Miller, W. J. and Simon E. (eds.) Handbook of Teaching and Learning in Political Science and International Relations. Northampton: Edward Elgar, pp. 35-46. isbn:978 1 78643 433 3 en
dc.identifier.startpage 35 en
dc.identifier.endpage 46 en
dc.identifier.isbn 978 1 78643 433 3
dc.identifier.isbn 978 1 78254 848 5
dc.identifier.uri http://hdl.handle.net/10468/5273
dc.description.abstract Analyses of professional development in political science education have traditionally focused on undergraduate students. However, changes in the postgraduate labor market as well as advances in the nature and delivery of postgraduate programs have required faculty to pay greater attention to professional development in graduate education (Listokin and McKeever 2011). It is recognized that the approaches, techniques and tools used in the professional development of undergraduate students may not be as well suited for graduate students in terms of preparing them for an academic career (Obst et al. 2010, p. 571), which requires developing a specialized skill set they will need as researchers, teachers and contributors to the faculty and the wider community (service). This chapter explores developments in the professionalization of graduate education with reference to best practices in North America and Europe. It focuses on the following developments in political science and international relations: doctoral education; teacher training; mentoring; and mobility, all of which can prepare a student for a future academic career. It also includes a discussion of the role played by professional associations in developing and supporting disciplinary best practice. Finally, it concludes with some recommendations for the future of graduate professional development programs. It is important to note that this chapter focuses primarily on developing graduates professional skills for the academic labor market rather than other forms of employment. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Edward Elgar Publishing en
dc.relation.ispartof Handbook of Teaching and Learning in Political Science and International Relations
dc.relation.uri http://www.e-elgar.com/shop/handbook-on-teaching-and-learning-in-political-science-and-international-relations
dc.rights © John Ishiyama, William J. Miller and Eszter Simon 2015. All rights reserved. en
dc.subject Political science education en
dc.subject Postgraduate labor market en
dc.subject Professional development en
dc.subject Graduate professional skills en
dc.subject Academic labor market en
dc.subject Teaching strategies for scholars en
dc.title Best practices in professional development in graduate education en
dc.type Book chapter en
dc.internal.authorcontactother Clodagh Harris, Government & Politics, University College Cork, Cork, Ireland. +353-21-490-3000 Email: clodagh.harris@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2018-01-12T10:01:01Z
dc.description.version Accepted Version en
dc.internal.rssid 229506680
dc.description.status Peer reviewed en
dc.identifier.journaltitle Handbook of Teaching and Learning in Political Science and International Relations en
dc.internal.copyrightchecked Yes en
dc.internal.licenseacceptance Yes en
dc.internal.placepublication Northampton en
dc.internal.IRISemailaddress clodagh.harris@ucc.ie en


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