Abstract

This article makes the case for expanding our conception of what it means to provide “professional training” to PhD students in departments of English. Rather than focus exclusively on placing students in tenure-track academic appointments, departments should prepare them simultaneously for careers both inside and outside the academy by focusing on the broad range of skills inherent to doctoral training. Such an approach not only will empower graduate students but also may transform the academy itself.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 103-118
Launched on MUSE
2014-12-10
Open Access
No
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