Austin, A. E. (2002). Preparing the next generation of faculty: graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94-122.
Bitusikova, A. (2009). New challenges in doctoral education in Europe. In D. Boud & A. Lee (Eds.), Changing Practices of Doctoral Education (pp. 200-210). London & New York: Routledge.
Boyle, P., & Boice, B. (1998). Best practices for enculturation: collegiality, mentoring, and structure. In M. S. Anderson (Ed.), The experience of being in graduate school: an exploration. San Francisco: Jossey-Bass Publishers.
Brown, A. D. (2015). Identities and identity work in organizations. International Journal of Management Reviews, 17(1), 20-40.
Elgar, F. J., & Klein, R. M. (2004). What You Don't Know: Graduate Deans' Knowledge of Doctoral Completion Rates. Higher Education Policy, 17(3), 325-336.
Gardner, S. K. (2010). Contrasting the socialization experiences of doctoral students in high-and low-completing departments: A qualitative analysis of disciplinary contexts at one institution. The Journal of Higher Education, 81(1), 61-81.
Golde, C. M. (1998). Beginning graduate school: explaining first-year doctoral attrition. In M. S. Anderson (Ed.), The experience of being in graduate school: an exploration (pp. 55-64). San Francisco: Jossey-Bass Publishers.
Green, H., & Powell, S. (2005). Doctoral study in contemporary higher education: McGraw-Hill Education (UK).
HEFCE. (2007). PhD research degree: update. Entry and completion.
Kehm, B. M. (2007). Quo vadis doctoral education? New European approaches in the context of global changes. European Journal of Education, 42(3), 307-319.
Lave, J., & Wenger, E. (1989). Situated learning: legitimate peripheral participation. Palo Alto, CA: Institute for Research on Learning.
McAlpine, L., & Akerlind, G. (2010). Becoming an academic: Palgrave Macmillan.
McAlpine, L., Amundsen, C., & Turner, G. (2014). Identity‐trajectory: Reframing early career academic experience. British Educational Research Journal, 40(6), 952-969.
Meschitti, V., & Carassa, A. (2014). Participation as a form of socialization. How a research team can support PhD students in their academic path. In J. Brankovic, M. Klemencic, P. Lazetic & P. Zgaga (Eds.), Global Challenges, Local Responses in Higher Education. The Contemporary Issues in National and Comparative Perspective (pp. 149-170). Rotterdam: Sense Publishers.
Teeuwsen, P., Ratković, S., & Tilley, S. A. (2012). Becoming academics: experiencing legitimate peripheral participation in part-time doctoral studies. Studies in Higher Education.
Wisker, G., Morris, C., Cheng, M., Masika, R., Warnes, M., Trafford, V., et al. (2010). Doctoral learning journeys: Final report. Higher Education Academy.