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Professional learning and development of postdoctoral scholars: a scoping review protocol
Lorelli Nowell1, K Alix Hayden2, Carol Berenson3
1Taylor Institute for Teaching and Learning, University of Calgary, 434 Collegiate Boulevard NW, Calgary, AB, T2N 1N4, Canada. lnowell@ucalgary.ca.
Systematic Reviews
|December 7, 2018
Summary
Postdoctoral scholars need diverse skills for varied careers, but training often lacks non-academic focus. This review synthesizes evidence on professional development for postdoctoral fellows, identifying gaps and informing future strategies.
Area of Science:
- * Higher Education
- * Career Development
- * Postdoctoral Training
Background:
- * Increasing number of postdoctoral scholars pursue diverse career paths.
- * Current professional learning and development (PLD) initiatives primarily target academic careers.
- * Limited PLD opportunities exist for non-academic career preparation for postdoctoral scholars.
Purpose of the Study:
- * To examine, synthesize, and map the evidence on professional learning and development for postdoctoral scholars.
- * To address the need for a comprehensive understanding of PLD for postdoctoral scholars in diverse career trajectories.
Main Methods:
- * A scoping review methodology will be employed.
- * Searches will include disciplinary and interdisciplinary databases, gray literature, and citation chasing.
- * Data will be summarized quantitatively and qualitatively using thematic analysis.
Main Results:
- * This scoping review will synthesize the current evidence on postdoctoral scholar professional learning and development.
- * It will identify gaps in the existing literature.
- * It will highlight areas for future research and systematic reviews.
Conclusions:
- * This review is a critical first step in understanding the professional learning and development landscape for postdoctoral scholars.
- * Findings will inform the development of a comprehensive framework for postdoctoral scholar PLD.
- * The synthesis will guide the creation of more effective and inclusive professional development strategies.
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