‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

Abstract

Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

“…Possessing academic and research skills is necessary, but no longer sufficient, to make a good supervisor. Developing and maintaining a healthy student-supervisor relationship on the other hand, has become viewed as an increasingly essential part of the supervision process (Howells et al, 2017;Mantai, 2019;Vereijken et al, 2018), and a major determinant of student success (Roach et al, 2019). Developing and facilitating such a relationship however, presents challenges to students and supervisors alike.…”

Institutional and supervisory support for the Thesis by Publication

“…Participants in this study shared the importance of non-specific moral support and encouragement, and while these are nebulous concepts, ‘understanding of similar experiences provides appreciation and solidarity’ that allows doctoral candidates to continue along their journey ‘at a level they otherwise (might) not believe possible’ (Wilson & Cutri, 2019, p. 59). Because the TBP doctoral journey is potentially hazardous for doctoral students’ well-being (Lovitts, 2001), institutions have an obligation to ensure that candidates have access to personal support, which should ideally complement knowledge and skill development (Mantai, 2019). While supervisors play an important role in supporting doctoral students, as a relatively new addition to the doctoral education landscape, many supervisors would not have completed their own doctoral training through this mode.…”

“…Some students are negatively impacted by the stress and pressure of doctoral research and its heavy workloads (Metcalfe, 2006). Others struggle with isolation and an inability to feel a sense of belonging in the academic community (Ali & Kohun, 2007; Mantai, 2019). Central to the doctoral experience is the relationship between the candidate and their supervisor/s, largely recognised as one of the most important factors in positive outcomes for doctoral students (Wao & Onwuegbuzie, 2011; Zhao et al., 2007).…”

The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color

“…Sense of belonging is, in some ways, the integration of oneself among the social contexts. While there has been a significant study of the impact of sense of belonging on undergraduate students of Color, there is increasing attention to the ways belonging impacts doctoral student success (Herzig, 2006;Mantai, 2019;O'Meara et al, 2017;Ong et al, 2018Winkle-Wagner et al, 2010. Winkle- Wagner et al (2010) found that the sense of belonging of doctoral students of Color was related to the level of support they experienced from faculty and institutional culture.…”