Marcelline Bangali (Principal Investigator)
She holds a doctorate in psychology (INETOP-CNAM, Paris). Before becoming professor at University Laval, she held various functions of supervision, coordination, project management, and assessment in both international (UNICEF, ISCOS, IRD) and national organizations (France and Burkina Faso). Her research interests focus on identity reconstruction during complex transitions. She has been working on doctoral holders’ professional integration into non-academic jobs since 2007 (research-action as part of her doctorate, research grant from FRQSC 2015-2018, research agreement from ADESAQ 2017-2019).She is also the codirector of the Centre de recherche et d'intervention sur l'éducation et la vie au travail (CRIEVAT) and an associate researcher in the Counseling Psychology Team (Équipe Psychologie de l'orientation, INETOP, Paris, France).
David Litalien (Co-investigator)
He is an associate professor in the Education Faculty at Université Laval. He holds a PhD in Counselling and Career Development from the same university and has completed a two-year postdoctoral fellowship at the Institute for Positive Psychology and Education in Sydney, Australia. His research interests focus on motivation and academic persistence and on the social contexts that promote or hinder those impetuses. His doctoral research work focused on perseverance in doctoral studies, for which more than 1,500 doctoral students, graduates and non-persevering ones participated (see Litalien & Guay, 2015 and Litalien, Guay, and Morin, 2015). He is also interested in the contribution of person-centered and variable-centered advanced statistical methods in the representation of motivational constructs (Litalien, Morin, McInerney, 2017, Litalien et al., 2017).
Jean-Claude Coallier (Co-investigator)
He has been responsible for the Ph.D. programs in educationfor more than 10 years and vice-dean for development for 8 years. During his career, he has conducted numerous research projects on the professional integration of university students. He also led the creation of the initial version of the first project of the Professional Doctorate in Education in Quebec. He recently completed a research project (2014-2017) funded by IDRC and AUF on the enhancement of employability skills for doctoral students in Quebec and Lebanon. Consequently, he has been responsible for an international symposium (Canada, Lebanon, Belgium, France) as part of ACFAS (Montreal, May 8thto 12th, 2017) regarding the employability of PhD students "in" and "outside" of academics, as well as a pan-Canadian symposium on cross-cutting skills development in a university context at CASID’s Annual Conference (Toronto, May 31stto June 2nd, 2017). He also supervises graduate students on this topic. He chaired the initial phases of the Periodic Evaluation Committee of the Ph.D. in Education, where he notably introduced the issue of employability in various work contexts, an issue that should lead to a greater concern for this aspect in this training program.
Paul Yachnin (Co-investigator)
He is Tomlinson Professor of Shakespeare Studies and former Director of the Institute for the Public Life of Arts and Ideas (IPLAI) at McGill University. He has served as President of the Shakespeare Association of America (2009-2010). From 2005-2010, he directed the Making Publics (MaPs) project. He now directs the Early Modern Conversions project. In addition to his publications on early modern English literature and culture and public-sphere theory, he has been working for the past seven years on higher education practice and policy, with an especial focus on the humanities PhD. He has published on the humanities PhD in Policy Options, University Affairs, Cogent Arts & Humanities, GradEdge, and Humanities. He has led three projects focusing on the humanities PhD and the challenges and opportunities facing the Canadian university system at the graduate level. He was lead author of the White Paper on the Future of the PhD in the Humanities (December 2013). He led the project, Future Humanities: Transforming Graduate Studies for the Future of Canada (2014-15), which brought together 26 universities and the major Canadian higher education organizations to consider ways of making the PhD better. He created and led the TRaCE Project (2015-16), which tracked the career pathways of 2,800 humanities PhD graduates (graduating 2004-2015) from 24 Canadian universities. He is presently completing the two-year follow-up project, TRaCE 2.0, and starting a three-year project, TRaCE McGill, which will track PhD career pathways across all the Faculties of the University. |
