FORMACIÓN DEL INVESTIGADORES

Castelló, M., Kobayashi, S., McGinn, M. K., Pechar, H., Vekkaila, J., & Wisker, G. (2015). Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career. Frontline Learning Research, 3(3), 39-54.

Castelló, M., McAlpine, L., & Pyhältö, K. (2015). Trends Influencing Researcher Education and Careers: What Do We Know, Need to Know and Do in Looking Forward. Frontline Learning Research, 3(3), 1-4.

Castelló, M., McAlpine, L., & Pyhältö, K. (2017). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Higher Education Research & Development, 36(6), 1108-1122.

Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068.

Castelló, M., Sala-Bubaré, A., & Bautista, A. (2017). Being a researcher is not only a matter of publishing: learning to review scientific articles/No solo de publicar viven los investigadores: aprender a revisar artículos científicos. Infancia y Aprendizaje, 40(3), 599-656. 

Corcelles, M., Cano, M., Liesa, E., Gonzalez-Ocampo, G. & Castelló, M. (acceptat, en premsa). Positive and negative experiences related to doctorate studies conditions. Higher Education Research & Development

Pyhältö, K., McAlpine, L., Peltonen, J., & Castello, M. (2017). How does social support contribute to engaging post-PhD experience?. European Journal of Higher Education, 7(4), 373-387.

Sala-Bubaré, A., & Castelló, M. (2017). Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education, 39(1), 16-34.

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