Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students

Usher, Wayne; McCormack, Brittany A.

doi:10.1108/he-11-2020-0112

Cited by 14 publications

(5 citation statements)

References 38 publications

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“…As Van den Berg (2020) proposed, instructors should gather information about their students' different contexts to cater for these differences in their courses and support. Finally, Usher and McCormack's (2021) study in Australia concluded that doctoral students' participation in workshops and conferences and networking with others on research and other matters is critical for their learning and success. Simpson (2016) characterised teaching, postgraduate supervision, and workshop facilitation as cognitive support, which helps students develop skills needed for effective learning, and deal with assessment.…”

Section: Discussionmentioning

confidence: 99%

Postgraduate Students’ Perceptions of Support Services Rendered by a Distance Learning Institution

Lekhetho¹

2021

IJHE

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Postgraduate studies are generally draining for most students because of the high rigour and cognitive demands required. They are even more arduous for students in a distance-learning context as most of them are full-time employees and lack enough time for their studies. Consequently, they tend to have low success rates due to a lack of required academic and research skills, low English proficiency, and inadequate student support. Underpinned by Simpson's student support model, this research adopted a qualitative approach and a focus group technique to probe nine Ethiopian doctoral students about their perceptions of the support provided by the University of South Africa (Unisa). From a thematic analysis of the themes that recurred, the findings revealed that despite the challenges, most students appreciated the support provided, particularly by supervisors who guided them efficiently and gave them feedback promptly. To improve graduation rates, it is recommended that supervisors be trained in effective supervision and support of students from diverse linguistic and educational backgrounds.

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Section: Discussionmentioning

confidence: 99%

Postgraduate Students’ Perceptions of Support Services Rendered by a Distance Learning Institution

Lekhetho¹

2021

IJHE

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“…Studies have adopted Bronfenbrenner's ecological framework by considering the personal, supervisor, university, family, and community as multi-faceted factors influencing doctoral students' mental health status (Beasy et al, 2019;Usher & McCormack, 2021). As anticipated by Bronfenbrenner's ecological framework, also grounded on the JD-R model, this section explores the antecedents of mental well-being at supervisor, university, and doctoral students' levels.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A framework for doctoral education in developing students’ mental well-being by integrating the demand and resources of the program: An integrative review

2023

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Background: Research on doctoral students’ mental well-being has gained significant importance in recent years. The findings of such studies were uncertain about the critical demands and resources of a doctoral program that substantially influence the students’ mental health. This review aims to integrate the current evidence in bringing out the nature and significance of differentiated demands, contextual and personal resources, and their influence on the well-being of the students. Methods: An integrative literature review was conducted based on the five-stage framework of Whittemore and Knafl. The study identified 45 articles published from 2000 onwards following the Joanna Briggs Institute quality evaluation criteria and PRISMA reporting guidelines for selecting eligible articles. Results: The integrative review findings divulge that differentiated demands of doctoral programs were categorized into challenge-hindrance demands. The differentiated demands experienced by doctoral students were grouped as ambiguity in doctoral program structure, resource inadequacy, workload, complexity, and responsibility. Additionally, institutional support, research supervisory support, and intrinsic motivation were treated as essential resource in mitigating the effects of the differentiated demands of the doctoral program. Conclusions: An integrated conceptual model was built exclusively for doctoral programs and suggests that the universities and supervisors design and structure healthy, constructive doctoral programs. As an outcome of the review, theoretical underpinnings of demands-resources and mental well-being are reported. The current review is an initial attempt to synthesize challenge-hindrance demands and contextual-personal resources in determining the mental well-being of doctoral students.

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“…However, individual characteristics tend to be overlooked in the doctoral education literature (Mackie and Bate, 2019). Prior studies have addressed how doctoral students' metal health are influenced by variety of system that includes home, university, supervisor, peers and community and their interaction with doctoral student (Beasy et al, 2021;Jackman et al, 2022;Usher and McCormack, 2021). These studies, however, needed more supporting theory for each of these systems and could not interlink each resource under various systems.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A holistic model of resources to enhance the doctoral student's well-being

Acharya,

Rajendran

2023

IJEM

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PurposeThis study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.Design/methodology/approachThe current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.FindingsThe study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.Practical implicationsThe study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.Originality/valueThis review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.

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Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students

Cited by 14 publications

References 38 publications

Postgraduate Students’ Perceptions of Support Services Rendered by a Distance Learning Institution

Postgraduate Students’ Perceptions of Support Services Rendered by a Distance Learning Institution

A framework for doctoral education in developing students’ mental well-being by integrating the demand and resources of the program: An integrative review

A holistic model of resources to enhance the doctoral student's well-being

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